Language to Go - Upper Int - Teacher's Resource Book

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Contents Contents mapof Students' Book

4-5

Introduction

6-7

A few ideasfor classroom procedures

8-9

The Languageto go authors

10

Language to go and EFLexams

11

Phonemic symbols

12

Teaching notes Photocopiable activities

13-53 55-135

Photocopiable tests

136-143

Testsanswerkey

144-145

Photocopiable writingbank

146-152

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Contents Book mapof Students' L a n g u a g et o g o : l a l k i n ga o o u ry o u rj o b/ h o b b y S p e a k i n ga n d v o c a b u l a r yY: o u rl i f e L i s t e n i n gC: h r i ss c a r e e r G r a m m a r :R e v i e wo f t e n s e s G e tt a t k i n ga n d w r i t i n g :A c h r e v e m e nat sn dr o b b i e s

L a n q u a q et o q o ; M a k i n qp L a n s Weekendactrvities Vocabularyand'speaikilig:. Readig n : F - m a i l s r , ' : r : r l ,r':,rr . , t r r : r ' r G r a m m a r : e r s e s l o r d e s c r i b i nfgu i u ' ep ' , 9 G e rt a l k i n ga n d w r i t i n g :A o a yr r ; p :. : . .a: : :..::. a::a:.) :a::.

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-:" '". .'"":,;'-L a n g u a g et o g o : D i s c u s s i nlg" e a l t la- 1 dl f e s t y l e s L a n g u a g et o g o : W r i t i n ga C V S,peaklngqnd voca_bulaiy;. : e t t i n gy o u rf o o ti n t h e Adjectivesfor describing S p e a k i n ga n d r e a d i n g G ifes.tVles. door Vocabu l a r y :E x p r e s s i o nf osr d e s c i ' i b i nygo u r s e l f liste4ing: Radiorlterviewwith doctor vn r
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l - a n g u a g teo g o : T ak i n ga b o u tm o n e v . ' . . V o c a b u l a ra y n d s p e a k i n gE : x p r e s s i o nws. t t hm a h e y L i s t e r ' n g . ' - i - c - o V a o d ' s c u sds i ' f e r e n t a s p e c t s V o c a b u i a r2 y : ' : i : a n c i at le r m s G e i t a k n g i j . : - i r . r d ei so m o n e y

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L a n g u a g et o g o : T a l k r nagb o u tj o u r n e y s S p e a k i n ga n d l i s t e n i n gT: a x i si n d i f f e r e nct o u r i t r i e s Vocabulary:AdVdibsof intensit. G r a m m a r :S o l S u c h Get talkingi Memorablejourneys

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lntroduction to go AboutLanguage Manyadultstudentsof Englishhavea limitedamount of time for theirstudies.Theymay requireEnglishfor and socialreasons,and are also both professional awarethat they'relikelyto use it in a numberof Theyneedto ensurethat the international situations. l e a r n i n igs h i g h l y t i m e t h e ys p e n do n t h e t rE n g l i s h focusedand goaloriented.Theyneedto be ableto class, achievecertaintasksand to leavea language sometimesaftera busyand tiringday of workingor studying,with a bite-sizedchunkof Languageto go 'Yes, I can do that - anywherein the and a senseof w o r l d ,i n E n g l i s h l ' Languageto gois a shortcoursefor this kindof aC"i: s t u d e n tO . u r u n d e r l y i npgr i n c i p lies t h a i s t u d e n t s startthe classwith an objectivedefinedin terms of a r e a l i s t iocu t c o m ea, n df i n i s hw i t h t h e l a n g u a gteh e y needto achieveit So here'sa quickoverviewof what tlêcoJrsecontains: . Fourlevels:Elementary, Pre-lntermediate, Eachlevel lntermediate and UooerIntermediate. has40 teachinglessons,and eachlessonhas beencarefullvwrittenso that it takesaround60 minutesin the classroom. A Practice section,a Grammarreferenceard t'3 recording scriptsat the backof the Stucer:s'3::< a A d e t a c h a b lP eh r a s e b o oi nk t h e S r ; o e: : s ' B : : ' r a A classcassette or CD with the lisreni'g^â:e': a ThisTeacher's a Book,containing Resource guideto everylesson(including step-by-step activities, answerkeys),photocopiable photocopiable testsanda Writingbank. fhe Languageto go website (www.language-tooo.com).

to go - a closerlook Language Students' Book Content Eachteachinglessonis designedto last60 minuies and is containedon two facingpages,which betweenthe visuallythe relationship reinforces Students'Booklessonand the classroomlesson. and It focuseson a finalactivity,by presenting practising the languagerequiredand then tnviting studentsto performthe activityat the end of the of the lesson.The lessonbeginswith a presentation then vocabulary neededfor the finalactivity,

continueswith readingor listeningmaterialwhich presentsthe targe:structure(s) in a meaningful context.This is ic :ctvedby some inductivegrammar and the form of the work,focusingo^ .ê r'.reaning Students b.v sc^ = ciactice exercises. structure,and s h o u l dn o w b e e c - : : 3 r - c d o t h e f i n a la c t i v i t yi n t h e Get talkingsectiora: --3 e^l of the lesson,which is sometimesaccol-ca-=l 3'. 3 Cet wittng section. TheLanguage:g c: s :r=--r -:ei in aneasily memoriseo d r a j , : j - 3- : - : c o t i o mc o r n e ro f e a c h r i g h t - h a ncoe g : 3 - r : c : s a s t h e f o c u sa n d g o a lo f t h e l e s s cl learningin fv'ior.r'a:icr ;s ai the coreof successful g-onerai, we have learning in particular; and language great :nereforetaken careto choosetopicsandtexts as well whichwill stimulatethe studentintellectuallv Muchof the materialhasbeen as linguistically. community chosenso that it reflectsthe international speakers. of Englishusers,as nativeor non-native contexts We havetrredto use as manyinte'na:ional ^^^^^^:t.t^^;^^^,^,^ o J u u J r r u r E .- , ' r o

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I and meaning.Much of the vocabulary is presentedin chunksas well as individual words,to reflectthe wav we use Englishin reallife. Skills The skillsof reading,listening, writingand speaking are all practised. Speakingis at the coreof the philosophyof Languageto go, andis the skill most often practised,both in the Gef talkingsectionsand in the pairand groupwork activities. The readingand listeningmaterialincludesexamplesof Englishwhich may be beyondthe immediatelevelof students,but is treatedin a way which preparesthem for dealing with it in a real-lifecontext.Writing is deliberatelynot practisedextensively,sincewe feel that it is a skill which can be more usefullydevelopedoutsidethe classroom, allowingthe interactive opportunities of the classroomto be exploitedto their maxtmumon a shortcourse.However,severallessonsalsoinclude a Get writingactivity,and furtherguidanceis given in the Writingbankin this book.

o a phonemicchart; . step-by-step Teachingnotesfor each lessoninc$uding answer Keys; o photocopiable activities; o photocopiable Testswith answer key; . photocopiable Writingbank. Photocopi abl e activiti es Teachers who havemorethan60 minutes'classtrme available maywish to providefurtherskillspracrrce, so we haveprovidedsome extramaterial.Thereare 40 extraactivities,eachone corresponding to a Students' Booklesson,whichare designedto be photocopied and distributedto the students.Eachactivitywill providea furthertwenty to 30 minutes'practiceof the language taughtin the lesson.Theteachingnotesoppositeeach photocopiable activityare for your reference,providinga guideto how the activityshouldbe organised and answerkeyswhere relevant.

Photocopiable tests and answer keys Theseareto be usedto checkon the students' Pronunciationis dealtwith whereverit is appropriate progressat regularintervalsduringthe course. to the grammaror the vocabulary syllabusstrands, Thereare four for eachlevel,and thev focuson the focusingon stressin words, stressin sentencesano vocabulary and grammarcoveredin everyten Iessons. patternsratherthan individual intonation phonemes. So the idealtime to do thesetestswill be when vou havefinishedLessons10,20,30 and 40. A d d i t i o n a lm a t e r i a l The Practicesection providesfurtherexercisesto consolidate the language taughtin the mainlesson. Forteacherswho haveclasseslastinglongerthan 60 minutes,it can be usedin class.eitherafterthe Practiceexercisesor at the end of the main lesson. The exercisesin the Practicesectioncan also be set for homeworkand havebeenwrittenso that studentscan work on them alone. The Grammar referenceis designedto be a more descriptive explanation of the grammarpoints coveredin the mainteachinolesson. Phrasebook Thisis a reformulation of someof the language taught in the course,as well as a reminderof otherrelevant words and expressions which are appropriate to the level,and presentedin a familiarphrasebook style. A traditionalphrasebook, with its list of usefulwords and expressions, is at the coreof the conceptof Languageto go',in otherwords, languagewhich is organised and can be readilyaccessedwhen required in real-life situations. Teacher's Resource Book Thisbookcontains: o a lesson-by-lesson contentsmap; . this introduction, with an overviewof the course; . sometips on how to makethe most of the material; . a personalstatementfrom the authors; . how Languagefo go linkswith external examinations;

Photocopiable writing bank Thiscan be usedat any pointin the coursewnen Vou think it appropriate for students'needs,or to help guidethem with a particularGet writingactivity. The Language to go website By clickingonto www.language-to-go.com, you will find materialof interestto both studentsand teacners. practiceexercises including furtherinteractive for each lesson.Thereare alsoself-study versionsof the main Grammar/Language focusof eachlesson,andthese serveas usefulreviewexercises. Languagefo go is an excitingand innovativecourseof international English.lt combinesthe basic requirements of a tightlyfocusedand minimalistshort coursewith the wealth of materialsappropriateto the learningpotentialof adultsin the 21st centurv. It containstopicsand texts designedto motivateadult studentswith socialand professional reasonsfor learningEnglish.lt has beenwrittenwith a mixtureof passionand pedagogical enthusiasm, rigourby a team of talentedauthors,and producedby editors,designers, researchers and manyotherswith much loveano care. So, now it's over to you with Languageto go. We hope you andyour studentsenjoyit. SimonGreenall SeriesEditor

procedures as for classroom Personalisation Most adultstudentsof Englisharewillingto trust their teachersbecausethey believeeverythingthey do is in theirbest interests.But now and then,they 'Why am I doingthis?How is must askthemselves, happens,both me?' When this relevant to this studentand teacherare facedwith a potential challenge to theirmotivation. Personalisation allowsstudentsto relatematerialto world. lt is thereforea key factor in their own during especially maintaining theirmotivation, The teacherhas challenging activitieslikeroleplays, how an to makesurethe studentunderstands needs. language-learning relates to their activity go is designedto allow Everyactivityin Languageto for students.The lessons maximumoersonalisation are all constructedarounda final activity,and these for them will usuallyprovidean opportunity activities to adaptthe languagebeingusedto theirown For example,duringthe presentation circumstances. of a new topic,there is usuallyan appealto the studentto thinkabouthow muchthey might know theremay be an aboutit. On otheroccasions, or grammarin invitation to use the targetvocabulary sentenceswhich are relevantto the student. mightbe lackingat lf you feel that personalisation any stage,for example,after a vocabularyexercise. you could suggestthat studentschoosefour or five words which they think might be usefulto them, or which look like words in their language,or which sound nice,or which they can placein categoriesof their own choice.After a grammaractivity, encouragestudentsto write a coupleof sentences aboutthemselvesusingthe targetstructure. You don't need to correctthese extraactivities, althoughyou may want to ask them to sharetheir answerswith the rest of the class.In this way, personalisation can havetwo purposes: the learningprocessand to make to consolidate what they're doingrelevantto themselves. Vocabulary The words and exoressionswhich form the focus of sectionsare thosewhich we thinkare the Vocabulary importantat this level.Most lessonsonlycontain betweeneight and ten items for productivelearning (thatis, wordswhich the studentshouldbe ableto use in spokenor written work, and not words which they are ableto recognise). itemsare groupedin topics; Manyof the vocabulary othersare groupedaccordingto some of the rules in English. behindword formationor collocation

Encouragestudentsto keep a vocabularylist containing all the itemswhich they havelearnt, Tryto ensurethat the list categorisesthe words in differentways, in orderto consolidatethe learning orocess. words, When studentsaskfor helpin understanding try not to explaintoo many immediately,but ask them to help eachother,or to use dictionariesif Rememberalso in the classroom. they'reavailable new words may buildtheir that explaining vocabulary, but it may not developtheir abilityto work out the meaningof words in readingand listeningactivities. Speaking for speakingpracticein Thereare manyopportunities Languageto go. Firstly,there are many pairand groupwork activitiesbasedon a reading,listening, grammaror vocabulary thereare task.Secondly, some lessonswhich focuson functionallanguage to be where thereis a clearmodelof the language in lesson activities the used.Thirdly,most of the final (Get talking)are opportunitiesto practisespeaking. Rememberto aim for a balancebetween accuracy and fluency;not everyactjvityneedsyour closeand carefulcorrectionof errors. Listening The listeningmaterialcontainsexamplesof everyday,naturalspokenEnglish.Studentsmay be worried by the speed of delivery,thinkingthat it's too fast, so reassurethem that this is also quite normal in real life. and that the classroomis the best place to be exposedto this type of naturallanguage.They don't need to speakas fast themselves,but they do authenticspoken need practicein understanding shouldhelpthem: English. The followingguidelines o Encouragestudentsto focus on the main ideasof the listeningpassageand not get distractedby The main activity words they don't understand. will usuallyhelpthem to do this. . Help them to interpretcluesfrom the context (situation,tone of voiceetc.l.This will usually enablethem to understanda greatdeal more than the words will convey. . Playthe recordinga coupieof times (morethan this will startto comprornisetheir motivation), even if the instructionsonfiysuggestonce. r Try not to playthe recordingand stop after every phrase,as this will not glve them the important practicein listeningto the discourseof spoken English.

Writing n\ritingis usuallysuggestedin the Get writing seciionsas a way of showingthat studentshave -asteredthe language whichhasbeenfocusedon in :'e lesson.Thevare all meantto be classroom ,e'sionsof situations they may encounter outsidethe :3ssroom- letters,e-mails,exam-styleessaysetc. =:e Writingbankin this Teacher's ResourceBook :.ovidesphotocopiable modelsof thesewriting suggestions on how to lenres with accompanying =xploitthem in class. :ncouragestudentsto practisea form of process ',"rriting'. ask them to write down as much as they can ,',,,ithout worryingtoo much about beingaccurate. lhen ask them to rereadwhat they havewritten, or lrraybeeven show it to a partner.Encouragethem to oe criticaland to revisetheir work if necessary. Then askthem to write a finalversionwhich incoroorates extraideasand all theircorrections. Rememberthat ,,vritingcan be an exercisein fluencyas well as accuracy.

focuseson fluencyuntil after it's over;on the oinei hand,it may be best to correctstudentsin an activity which focuseson accuracyas they do it. Lookat eachactivityin turn,decidewhat its aim is ano choosethe best strategy. Rememberthat less-confident studentswill need more encouragement than others,andyour correctionmay compromisetheirmotivation. Youmay alsodecideyou onlywant to indicatethe studenthas made an error ratherthan correctit yourself.Thinkcarefullyaboutyour attitudeto error correction, and shareyour opinionswith the whole class.

Jigsaw reading Some activitiesinvolvea techniqueknown as jigsaw reading.This involvesstudentsworking in pairs. The first instructionwill be to work separatelyon a readingpassage, with separatebut complementary tasksto perform.This usuallyinvolvesthem turning to a specifiedtext or activity in the lnformationfor pair and group work section at the back of the Reading Students'Book.The secondinstruction will be to l,,iluch of the readingmaterialinvolveswords which work togetherand to sharethe informationthey have studentsmay not havecome across,just like in real gatheredfrom the separatetasks. fe. Manyof the accompanying activitiesare Thistechniqueis at the very heartof communicative designedbothto supportthelrgeneralunderstanding language gap teaching,as it involvesan information cf the passageas they readit, and to checktheir (StudentA knows somethingthat StudentB doesn't, comprehension afterwards. and viceversa)and a meaningful exchangeof Try not to answerquestionsabout difficultwords, informationduringthe secondstageof the activity, but instead,encouragestudentsto work out the where the studentstell eachother what they have meaningfor themselves. learnt. Make sure that studentsreadthe passageonce, As long as the studentsunderstandthe instructions, perhapsat the end of the lesson,just to enjoy it, to it's best for the teachersimplyto signalthe start of respondwith naturalinterestto it and without having the two stagesof the activity,and listenas the to answerdifficultquestions! pairs/groups performit. Youcan finishthe activity sequencewith groupfeedbackto checkthe answers Roleplays are correct. The roleplaysare presentedas a furtheropportunity for studentsto practisespeaking.Some students Pronunciation enjoyroleplays, especially in a foreignlanguage. Pronunciation work in Languagefo go focusesmore Othersfind they makeenormousdemandson their on word and sentencestressand intonationpatterns imagination.For this reason,we havetried to provide than on individual phonemes.Thereare several suitablesupportinto the roleplays,so that less you can use: techniques o Drillingcan be individualor choralrepetitionof a imaginativeor creativestudentsdon't feel under pressureto come up with all the ideasthemselves. word or a sentence.Choralrepetitionwith the Go roundthe pairsor groupsas they are doingthe whole classis a way of buildingup students' roleplays,listeningbut not interrupting,unlessthey confidencein pronouncingstrangewords or new want help in what they need to do. sentences. o Backchaininginvolvesthe repetitionof different Tryto avoidcorrectingstudentsas they are doing their roleplays,but make a note of majormistakes, partsof a sentence,often startingat the end, and you if wish,and discussthem with the whole class gradually addingpartsuntilyou havereconstituted at the end of the lesson. the whole sentence. . Word linkingfocuses on the fact that when you Error correction saywords in connectedspeech,the individual It's a good ideato think aboutwhat and when you phonemeswhich make up the word may change. correctbeforethe lessonbegins.Make this decision Say the words separately, then say them in part of your lessonplan. connectedspeechand emphasisethe way in It's best to avoidcorrectionduringan activitywhich which thev sounddifferent.

The Languageto go authors Antonia Clare Antoniaworks as educationalco-ordinator for the International HouseWorld Organisation, basedin London.Her work involvesdeveloping educational materials, designingcourses,attendingconferences and trainingteachersfor a networkof over 115 schools.HavingstudiedPsychologyat university,she has now beenteachingand trainingfor nearlyten years.workingin ltaly,Hong Kong,Portugal, Ukraine,Poland,SouthAfricaand the UK.When she is not rushingaroundfor work, she enjoysspendingtime with friends,goingout and readingnewspapersin the garden.

Antonia Clare

"Somethingsin life are nevereasy.Learning a languageis one of them, and writing a good coursebookis another.However,one of the most satisfying thingsaboutlearningto speakin anotherlanguageis beingableto understand peopleand join in conversations to talkaboutthingsyou are interestedin. In this book.we haveworked on activitieswhich we think will intereststudents and give them a realopportunityto expressthemselvesusingthe new language they have learnt.Whilst it might not be easy,learninga languagecan be lots of fun. We hope you will enjoy usingthis book with your students."

JJ Wilson JJ graduatedfrom EdinburghUniversitywith an MA in Historyof Art and After trainingat International EnglishLiterature. House,London,he taughtin Egypt,Lesotho(wherehe ran a studenttheatre)and Colombia,beforereturning to London.This is his first ELTbook,althoughhe has publisheda good dealof short fiction.He was a juniorinternational rugbyplayerand stilt playswhen time allows.

l' JJ Wilson

t

10

"Normallyin my fiction I write for myself,with one eye on the potentialreader. With Languageto go, we werewriting for thousandsof students and teachers from all over the world. Findingsomethingto say to them allwas a completely new challengeand a pleasurable one. Thereis no such thing as the perfect coursebook.but throughoutthe writing of this, we havecalledon our experienceas teachersand tried to answerthe vital questions:Would our studentsbe interestedin this? ls the task motivating?ls it useful?ls the target languageclear?ls there room for the studentto expresshim/herself ? Will teachersbe ableto rely on this book when they are havinga bad day and have sixty secondsto preparetheir class?lf the answerto all these questionsis yes, then we havewritten the book we wantedto write. I hope you will enjoy using all the books in the Languageto go series."

Languageto go and EFLexams between Thetablebelowshows generalequivalences the four levelsof Languageto go andtwo well-known of international examination boards.UCLES(University andTrinity Cambridge LocalExaminations Syndicate) College, in termsof the language taughtandthe topics coveredin the four books.

Forfurtherinformation, contact:

UCLES Englishas a ForeignLanguage 1 H i l l sR o a d Cambridge C B 12 E U preparation UnitedKingdom Whlle Languageto go is not an examination fet +44 (0\ 1223553355 completed the course,a studentwho has,for example, Fax: +44 (U 1223 460278 language to Elementary levelwouldhavesufficient E-mail : [email protected]. uk coursefor attemptUCLESKET,and starta preparation www.ucles.org.uk for all EFL UCLESPET.Examination trainingis required TrinityCollege examinations, and we would stronglyadvisestudents 89 AlbertEmbankment preparation course.But you to followan examination London will findthat someof the exercises in the Students' SE.17TP Booklessons. the Practice sectionandthe U n i t e dK r n g d o m photocopiable Testsare similarin formatto thosefound fel: +44 (0)207820 6100 in EFLpublicexaminations. Fax'.+44 (0)207820 6161 CPE and Notethat higher-level such as UCLES E-mail exams, : [email protected]. uk www.trinitycollege.co. uk ESOLGrades11-12.arenot coveredin thistable.

11

P h o n e m iscy m b o l s The symbolsin this chartrepresentthe soundsusedin standardBritish Englishand some of the most commonvariations in AmericanEnglish. We haveusedthe symbolsin the Teaching notesto helpclarify pronunciation pointsdealtwith in the lesson.We havenot included them in the Students'Book,becausewe feel it is not alwayseasyor practical to teachthem on a shortcourseor a courseinvolving continuous enrolment. However,you may find it usefulto introducecertainsymbolsto studentsto helpthem with their individual pronunciation needs.lf you do, we would recommendthat you: . only teach a few symbolsat a time - littleand often; . get studentsto practisethe sounds,but do not aim for perfectiona comprehensible approximation is good enough; . relatethe symbolsto words which studentsalreadvknow. The examplewords hereare all takenfrom the Longmandefining vocabularyof 2,000 words used in The LongmanActive Study Dictionary and The Longman Dictionary of ContemporaryEnglish.

Consonants p b t d

^t -

s f v

e d S

z

J 3 h

tJ ds m n { w I r j

pen; paper boy; table to; sit do; made car;make go; big four; wife very; Iive think; tooth this; other say; ous zero;has shop;wash pleasure television; have;ahead cheese;watch job; bridge man; come name;ten t h i n g ;s i n g e r water; flower late;yellow run; carry yes; you

Vowels r e

it; sister egg;said

E D or n u e i: cu cr ut 3r

at; have on;dog (UK) on; dog (US) up; mother put; book address;brother easy;she art; father all;door boot; shoe earfy;work

Diphthongs er ar cr eu ou au re ee ue

able;wait l; buy toy; noise over; go (UK) over; go (US) out; town ear; here air;there (UK) sure; poor

t i

L"

Teaching notes by DavidNewbold

l3-r

V o ca b ularPhrases y fortalking aboutyourlife Review Gra mmar of tenses yourjob/hobby L a n g u ato g ego Talking about

G e t t in ga h e a d

G r a m m afro c u s 5

Language notes o This lessonreviewsa rangeof tenses.Problemareasare likelyto be the presentperfect,and the contrast betweensimpleand continuoustenses.Be preparedto s p e n dt i m e o n t h e m . . The vocabularyhighlightedin Exercise1 rangesfrom a formal register(broadenyour horizons,achieveyour goalslto a very informalone (be into something).

Rst studentsto studythe functionslistedfor eacn verb tense and explainthem if necessary. . Studentsmatchthe verbsfrom Exercise4. Go throuohthe answers.

r o u s : - - s : g o i i n t oi t w h e n I w a s recc:ts i mv Deoroom.

Way in o lf this is your first lessonwith the class,introduce yourself.Write your name clearlyon a sheet of paper and put it in front of you. Ask studentsto do the same. o lf studentsdon't know eachother,get them to introduce themselves.Ask, and get other studentsin the groupto ask,questions,e.g. aboutwhere they come fiom or where they live.

- -^^. -- -os/

6

Speaking andvocabulary 1

Explain(or get a studentto tell you)the meaningof the title Gettingahead(= makingprogress,being successful). Tellthem that the highlighted vocabularyis all aboutgettingahead. . Studentsmatchthe vocabularyand definitions. Checktheir answers.Pointout the differencesin register(seeLanguagenotes above). 1e

2

2a

3d

4b

5f,c 6g

In pairs,studentsask and answerthe questionswhich are relevantto their own experience. Walk roundthe classas they speak,givinghelpwhere needed. Ask a few studentsto reportan interestingfact about their oartner.

Listening 3

CEI Focusattentionon the photos.Ask stuoents to identifythe jobs and activitiesrepresented (e.9.musician,sportsman,student/teacher, b u s i n e s s m e nc ,h e f ,c l i m b e r ) . . Ask how the peoplein the picturesmight feel,to elinit ea

n r n t r d )O l e a S e d ,

y'vsvt

r Ask studentsto imaginewhat the peopleare thinkingat this moment,e.g. the chef:At last we are gotng to open our own restaurant. . Playthe recording(morethan once),and get studentsto answerthe ouestions. o Notethat Chrisusesthe informalexoressionMe and my friendsinsteadof the more formalMy friendsand l.

Ask studentsto reconstructthe sentencesfrom memory.Playthe recordingfor them to check. Go throughthe answers.

> PHOTOCOPIABLE ACTIVITYPAGES56-57

^k ^ +^ ^^^ dU e LU See

+L. tl le WOflO.

Focusattentionon the picturesillustrating Chris's career.Saythat they representscenesfrom his career: past,presentand future. . Studentsnumberthe picturesand namethe tenses. . Studentsmay ask aboutthe sentencedescribingthe bandin the studio.lf so, explainthat the present simplewould also be possiblehere,and would have a s i m i l a rm e a n i n g .

10 4s

::ti:iait::i,:*iit;:t:itilti::iit::

Practice 7

Rst studentsif they recognisethe actorin the photo (Robertde Niro).Canthey name any of his films? . Studentsdo the activityand checkwith thelr partner. . Go throughthe answers. 1 spends 2 grew up 3 was making 5 has made 6 is $anning

4 wa ) |

L

G e tt a l k i n o. . . Ask studentsaboutthe thingstney are particularly interestedin. lt could be their icb or a hobbv.lt could be a sport, a worthy causeor a reiationshipwith someone.Inviteeachstudenito chooseone thing. . Tellthe classabout one of your-ouvninterests,ano about how it has developed"As far as possible,use vocabularypresentedin tf-reessor-'., e.g. take up, continue,spend a lot of !;ne oo rg etc. Encourage students to ask you questro'isabout it. . Draw a timelineon the boarcio representthe interest.Add dates and oTfennotes. Ask studentsto tell you aboutyour interes:. Tell studentsto draw thei. c',"rni'nneline.Thev can use the one on the board oi :re one in the boor
andwriting 1 0 Studentschooseone si :ê nernDersof their group to write aboutand suia"r.€nse rheirdlscussion in Exercise9. r Finishedtexts cou d c€ ustratedand disolaveo.

fordescribing lifestyles V o c a b u l a1r y Adjectives to describe health V o c a b u l a2r yVerbohrases health andlifestyles L a n g u a gt oeg o

Modernsurvrval Language notes . Make sure studentscan readnumberswith fractions, e.g. 44.9 should be read fofi-four point nine. . Use this lessonto revisecomparative structures, e.g. much healthierthan, not nearlyas stressfulas.

Way in o Brainstorma few ideasabout healthyliving.Tryto get eachstudentto make at leastone contribution. Write brief noteson the board,perhapsin two c o n t r a s t i ncgo l u m n se, . g . Yes' exercise f r e s ha i r fruit and vegetables

No smoking alcohol too much red meat

Vocabulary focus 4

S p e a k i nagn dv o c a b u l a r y 1

Studentswork with a oartnerto reconstructthe sentencesand then checkwith the script. Go throughtheir answers.

Get studentsto describethe peoplein the photos. Ask them to guesstheir ages Ask them if they think they are happy.Why (not)? . FocusatteniionEn the adjectivesand get students by asking to say them aloud.Checkunderstanding studentsto arrangethem in pairsof opposites (healthy, unhealthy; clqan, polluted; relaxing, exhausting;stressful, stress-free; active, sedentaryl. . Studentschooseone or more appropriate adjectives for eachoicture.

Practice 5 2 a R e a dt h e f i r s tf i g u r e si n t h e t a b l e ,i . e .T h e l i f e expectancyfor men in Angolais 44.9 and for women it is 48.1.Ask studentsto make similarsentencesabout e.g. women the other countries.Elicitcomparisons, live longer than men; people in Japan live much longer than people in Angola. . Studentsdiscussthe questionsin groupsof three or ' four.Walk roundthe classas they talk,givinghelp where needed. 2b Ast them to comparetheir ideaswith anothergroup. Ask one or two studentsto report back to the rest of the class.Summarisethe most interestingideas.

t havea balanced':'i'2',Worklng 3 w a t c h i n gw ; eight 4 am in 1 6

i

I

L

ACTIVIry PAGES58-59 > PHOTOCOPIABLE

roliorro

cirocc

_ v_Jeup

A ner.

G e tt a l k i n g. . . 6

Listening 3a ffi Focusattentionon the list of topicsand get aboutwhat the doctor studentsto make predictions will say,e.g. You shouldn'tdrinkalcohol.Ask students if they think marriagemakespeople'sliveslongeror shorter.Tellthem they may be surprisedby the answer. . Playthe recording(morethan once if necessary) for studentsto listenand make notes. 3b Studentscheckwith their partner.Go throughthe answeisand playthe recordingagainfor a finalcheck. Ask studentswhich informationthev find most interesting.

Remindstudentsto pav attentionto verb forms as t h e y c o m p l e t et h e s e n t e n c e sG. o t h r o u g ht h e i r answers.

In pairs,studentsask and answerquestionsabout eachother'slifestvle. . Ask a few studentsto make a shortjudgement abouttheir:partner'slifestyle.ls it healthy? WhY (not)? r lnvitestudentsto make a resolutionabout prolongingtheir own life,e.g. I'm going to marrya young woman and have lots of children.

. . . a n dw r i t i n g 7

lf studentscome from differentcountries,ask them to identilythe mainhealthproblemsin theircountry.lf studentscome from the same country decidewith them whicharethe mainhealthproblemsof the moment. . Dividestudentsinto groups.Studentsfrom the same countryshouldwork together.Walk roundthe classas they write, makingsuggestionsand giving helowhere needed. . lf oossible,mount the finishedadvertisements on the wall for other studentsto read.lf studentshave producedleaflets,circulatethem roundthe class.

15

V o c a b u l a rTime y adverbials G r a m m a Narrative r tenses L a n g u a gt oeg o Telling stories Inthepast

Co inci d e n c e s

. l f p o s s i b l et ,e i i s i u d e n t st o p i c ku p a n o v e li n E n g l i s h (in the Iibraryor at a bookstall) afterthe lessonand note the tensesused on the first page.They should reportbacktheir findingsduringthe next lesson. 1 past continuous:was ringing 2 simple:pulled 3 perfect:had decided 4 continuous:had been sitting

Language notes o Rulesgoverningthe orderof adverbsand adverbial phrasesare complex.Usuallysequencingadverbials c o m ea t t h e b e g i n n i n o g r e n d o f a c l a u s ee, s p e c i a l liyf they are multi-wordphrases(at the same time, twentv yearsearlierl.But this lessonhas severalexamplesof singleadverbsoccurringbetweensubjectand verb, e.g. Moscardi had previously given him, had simultaneously decidedto drive. Pointthem out to students. e Exercise6 focuseson stress.Remindstudentsthat regularlyrecurringstressesgive the languageits rhythm. Gettingthe stressrightis just as importantas gettingthe i n d i v i d u as lo u n d sr i g h t .

Way in

Practice 5

6

r Ask studentsfor an exampleof a coincidence. lf they can'tthink of one, inventone (e.9.severalstudentsfrom the classmeetingby chancein the same hotel in ten years'time).

Vocabulary andspeaking 1a nst studentsto readthe questionsand tell you which one is an exampleof a coincidence(Ouestion4). . Studentsdo the activityand checkwith a partner. Go throughthe answers.

Studentsdo the activityand checkwith their partner. . Go throughthe answers. . lf you havetime, ask studentsto rewritefrom memoryone of the storiesin Exercise2. 1 became 2 lost 3 bumoed 4 were waitino 5 recognised 6 hadn't seen 7 were talkinq 8 found out t had been living 10 h;d nev6rseen EE! Checkstudents'understanding of stress(a word, or part of a word, pronouncedwith greaterforce). . Playthe recordingfor studentsto identifythe stressedwords. Checktheir answers. . Discussthe functionof stress(to highlightimportant words).Readjust the stressedwords. Stuoents shouldrealisethat they are sufficientto give a good ideaof what the text is about. . Studentspractisereadingthe text to their partner. Walk roundthe class,encouraging clearstresses.

offi ff tr-tf/1:?;fieiffi 6;:,*#netei !9rrs1ryards,rff

3 earlier,previously 4 at the same time. simultaneousfy 1 b Rst if anystudentscansay 'yes'to anyof the questions. lf so, ask him/herto tellvou aboutit. r Dividethe classinto largegroups{e.g.of six)to discussthe questions.Walk roundthe classlistening, and reportbackany interestingstories.


R e a d i n ag n ds p e a k i n g 2

3

Focusattentionon the cartoonsand ask studentsto guessthe coincidences by eliciting,e.g. perhapsthe people in the cars know each other. o Studentsreadthe storiesand choosethe best titles. Go throughthe answers. Allow a few minutesfor studentsto discussthe questionswith their partner. . Checktheir answersto Ouestion1. . Ask some studentsto tell the rest of the classtheir answersto Ouestions2 and 3. o Findout which storythe classfinds most amazing. Get studentsto tell it againin their own words,with their booksclosed.

Grammarfocus 4

. 1 6 \

Tellstudentsto look backat the storiesand find the verbs in italics.Write thern on the board. . Studentsmatchthe verbsto the tense descriotions. Go throughthe answers. e Studentsidentifythe tenses.Go throughthe answers. o Ask studentsto write a furtherexamolefor eachtense. > PHOTOCOPIABLEACTIVIry PAGES6O-61

I

Draw the chart on the board,write in some important dates in your life and beginto speakaboutthe backgroundto them, usingthe past perfect(simple and'continuous) and pastcontinuous. r Tellstudentsto completea sirnllarchartabout themselves. Dividethe classinto groups.Srudentsspeakaboutthe eventsin their chartsand the oeckground to them. . Walk roundthe classas studentsspeak,givinghelp where needed. . Ask a student from each gro,-ipto report any similarities or coincidences they noticed.

andwriting 9 Tellstudentsto use a rangeof tensesin their narrattve . Walk roundthe classas studentswrite, givinghelp where neededand makingconectionswhere appropriate. o Encouragestudentsto edtttheir own writing,and to checktheir partner's. . Ask one or two studentsto read out their comoleted accounts. . For an exampleof a piece of nanative,see Writing bank page 146.

VocabularyNouncombinations with-friend and-nate GrammarPhrases of additlon. result andcontrast Language to go Discussing advantages anddisadvantages

Friends

friends it,r,,have time to see

Language notes e Pointout that the stressin compoundnounsgoes on the first part of the compound,e.g. flatmate, girlfriend. . Studentsoften have problemsusing too, also and as wel/.Explainthat a/sousuallycomes afterthe subject, whereasfoo and as well come at the end of the clause.

but it is 6

Way in r Tellstudentsthey are goingto readand talk about friendship.Write the words A good friend is someone who ... on the boardand tell studentsto completethe sentence.Ask studentsto readout their sentences. Are they similar?Or do studentshavedifferentideas aboutwhat makesa good friend?

Vocabulary andspeaking 1

2

Focusattentionon the ohotos.Ask what different types of friendshipare shown,to elicit,e.g. schoolfriends, friends at work, a romantic relationship. Draw attentionto the two keywordsin the diagram: friend and mate. . Explainthat compoundnounscan be formedfrom friend and mate to indicatedifferenttypes of friends. . Studentsmatchthe comooundswith their definitions.Go throughthe answers,pointingout that compoundswith rnafewould usuallyappearas singlewords, whereasmore varietyis possiblewith compounds with friend.

Studentsreadthe gappedsentences.Allow time for t h e m t o f o c u so n m e a n i n g . o Playthe recordingfor studentsto completethe sentences.Go throughthe answerson the board,or ask studentsto checkwith the script. r Ask studentswhat they understandby a 'semrdetached'friendshipand where they thinkthe expressionhas come from (a semi-detachedhouse\. 1 therefore. 2 as a result 3However: also 4 On the other hand 5 Althougrlr 6 nevertheless


Rst studentsto identifythe functionof the missing words and phrasesin Exercise6 (theyare all usedto link ideasand structuresentences). . Studentslist the conjunctions accordingto type and checkwith a partner. r Go throughthe answers.

8

Givestudentstime to look backat Exercise6 and discussthe linkingwords with their partners. r Go throughthe answers.

Practice 3

Get studentsto describethe types of friendship shown in the photos,usingthe new vocabulary, o Ask students(if you don't think it will embarrass them) what types of friendsthey have.

9

Studentsreadthe text and underlinethe correct alternatives. o Go throughthe answers,pointingout the role of punctuationin sentencestructure,e.g. a comma is 'needed afler Howeverbut not after Althouoh. of this

4

ReadOuestion1 and wait for studentsto volunteer answers.Remember,some studentsmay not want to talk aboutvery personalor painfulmemories;don't insistthat they should. r Studentscontinuetalkingin pairsor smallgroups. r Ask Ouestion2 to the whole class,and begina short discussionaboutwho to turn to when vou havea problem.Write students'suggestions on the board,e.g. pfl'esfs.Ask if friends,relatives,doctors, psychiatrists, studentsknow of any organisations which helppeople with problems.Encourage studentsto talk aboutany organisations which may existin theirown country.

Listening 5

&s Explainthat ChrisJohnsonis a counsellorwho offers adviceand friendshipto lonelt-F6opte;----.= j"Read the questi'onand gdtStude-ntsto'guess what the speakerwill say aboutthem. Do not spendtoo longon this warm-up. . Playthe recording(morethan once if necessary) and get studentsto reportthe speaker'sideas. . Explain,if necessarythe meaningof in the flesh (= In person). > PHOTOCOPIABLEACTIVITY PAGES62-63

G e tt a l k i n g. . . 10 Rs a warm-up,ask studentsif they think it is easyto makefriends.Why (not)?How long does it take? o Dividethe classinto an even numberof GroupAs and GroupBs. TellGroupAs to think positiveand GroupBs to be cautiousand suspicious,as they iist and discussthe orosor cons. o When they havefinished,give studentsfrom Group A a partnerfrom GroupB. r Walk roundthe classas they talk,helpingand encouraging them to use expressions from Exercise7

. . . a n dw r i t i n g 1 1 Rttowplentyof time for this activity. . When studentsfinish,they shouldexchangework with a partnerand edit his/her work, payingspecial attentionto sentencestructure. r lf time is short,studentscanfinishthe writingat home. . Tryto give feedbackon eachpieceof writing. . For an exampleof an essay,see Writing bank page 147"

17

V o c a b u l a rWays y oftalking G r a m m a0uestion r tags L a n g u a tgoeg o M a k i nsgm a tl a l l ka ta p a t y

S m a ltla l k

6

Language notes

. Studentssometimeshavedifflcultyidentifying'extreme' adjectives(like lovely and terrible)which people use in c o n v e r s a t i ot n o g i v ee m p h a s i s( o t h e re x a m p l e sa r e gorgeous,awful, fantastic,hideous) One test is whetherthe adverbabsolutelyworkswith the adjective, e.g. absolutelyfantasticis OK, absolutelygood isn'Il . T h e r ea r ev a r i o u se x a m p l e si n t h i s l e s s o no f s e n t e n c e adverbslapparently,seriously,actually)used in c o n v e r s a t i o nTsh e s eh e l pm a k et h e s e n t e n c e s o u n d m o r en a t u r a l . . O u e s t i o nt a g sa r ef e a t u r e di n t h i s l e s s o nt:h e r u l ei s t h a t the tag is negativeif the mainverb is affirmative,and affirmativeif the mainverb is negative.lt helpsto rememberthatthe tag is a sortof mirrorimageof the verb

1 dOeS it

2

F o c u sa t t e n t i o no n t h e p i c t u r ea n d a s k s t u d e r : s = they'd liketo be at the party.Why (not)? r P r o m p tp a i r sw i t h q u e s t i o n si f n e c e s s a l , . R t t o ws t u d e n t st i m e t o r e a dt h e s e n t e i c e sc , , themselves . R e a dt h e s e n t e n c e sa l o u da s n a i L r a, ? s : : s s - -= t h i s m a y h e l pt h e m i d e n t i f yt h e i ' . ' : i 'c =: a ( ' . g . G o t h r o u g ht h e a n s w e r s 1 c o n f i d ei n 2 s h o u t 3 g o s s i p 4 m a k es n r a !i,a . < 5 moanabout 6 chat

3

S t u d e n t sw o r k i n p a i r st o d e s c r i b et h e p i c t u r e . G e t o n e o r t w o s t u d e n t st o d i s c u s sw h e n t h e y t a i k in these differentways o B e p r e p a r e tdo s a y s o m e t h i n ga b o u ty o u r s e l fe, . g I often chat with colleaguesabout what happened in a lesson,but I hope I don't moan too much about students.

7

4

Tellstudentsto look brieflyat the articleand work out the meaningof conversation stunners(thingsto say which will impresspedBle):----"--.^. Oncestudentshavedonethe activity,go throughthe answers.Do studentsdisagreewith any of them?

Listening 5

KS# Playthe recordingseveraltlmes for studentsto matchthe conversations with the adviceand check with their partner. r G o t h r o u g ht h e a n s w e r s . . Ask studentsto practisereadlngthe sentences dramatically. They shouldenjoythis = C; Advice= A Conversation C1 + 44 C2 + A5/A3 C3 + A2 C5+A3

18

> PHOTOCOPIABLE ACTIVIry PAGES64_65

C4 + AGIAI

:':',.1, ,''''',',,,''1,,t,,,.1,' , .' , , , ,i , , - i

S t u d e n t ,sc o <: : . - - : : ^ : : ^ : 3 s 3 ^ J e x c t a rhno w t a g s a r ef o r m e c , s = L= a l g , a g en o t e s . R e a d : i . e : , ' , : . : - - : : s : a , J s c i h a t s t u d e n t sc a n h e a t: - g : " = - . ' : : : : : . ' , : e : i l e i w o t y p e so f t a g . G e : s . , : : - : s . : - : : : : . : - : e x a m p l ecsh o r a l layn d ' 4 , : _ a

r - s . , ' . ' - - - ' : - : : : - : : - c e s i s a r e a lr e q u e sfto r -':'''.-.:- :-3 ' -s- .., : r i t s r i s i n gi n t o n a t i o n ) . I -:-:s--: -,-::-- :'ihe second t y p e( t h et a g : " : - = ' ^ : s : : ^ c : a c h a n c et o a g r e ew i t h t h e ' s : - c e n t sh a v e .:::.:d i f f e r e nl ta n g u a g e : : : . . J - l - i : c s . g e t t h e m t o t e l ly o u w h e t h e rt h e y u s e s - - a ' : a g s i n t h e i ro w n l a n g u a g ea,n df o r w h a t 8

- a , : : e r e c o r d i na g g a i nf o r s t u d e n t st o m a r kt h e t a g s . ' , . r en a r r o w( r i s i n go r f a l l i n g ) 'ihrough t h e a n s w e r s P l a yt h e r e c o r d i n a g g a i nf o r " Go s : u d e n t st o c h e c h - x a m p l e :a s k i n gr 1 c h e c k i n g- . 2 a s k i n gr ; c h e c k i n g: 3 a s k r n g- ' ; a s k i n g- ' ; : ; c h e c < i n g : 4 a s k i n g r 5 c h e c k i n ga checking

Practice 9

S r u d e n t sw r i t e t h e : a g s: i J c h e c kw i t h t h e i rp a r t n e r .

i h a s n ' ti t 2 w a s ni , i 3 o ' d n ' ts h e 4 i s t h e r e 5 do you 6 couicin'rshe 7 ',von'tvou ,,8:1rb'a:n,t,thterV,:,::. 9 don't you rrr.ir,i.,l,ir,,,lr,irr.,rr,rr',': 1 0 i ; : P l a yt h e r e c o r d , n 'gc ' s : - : ; : i s t o c h e c kt h e i r ANSWCTS.

. I n p a i r s s, t u d e n t sp : e c :s = ' : . - g t h e s e n t e n c e s . W a l k r o u n dt h e c l a s s c, 3 ' - : : : ^ g o r o n u n c i a t i o n ,^,h^,^ vvr19rv

Reading

..,.; . :l.:,.,.',1','::;,',,',,', ,,,,,,ri1'1.,:,,1,,:

G r a m m af ro c . s

o Ask studentsif they often go to partles.Ask someone 'yes' who says w h a t h e o r s h e u s u a l l yt a l k sa b o u ta t parttes

1

2,,.,,:S-': ::; Shall We

3 can you; isn': -: a-e;3J. will you 4 h a v e n ' ti l e y - . ' , : - : y l i ;

Way in

V o c a b u l aa r yn ds p e a k i n g

Ask studer:s \,'.'nich type of words are missingfrom the converserons to elicil questiontags, . S t u d e n t sr a v c e a b l et o c o m p l e t em o s t o f t h e c o n v e r s ac:- s , , r , , i t h ohuet a r i n gt h e r e c o r d i n a ggain o P l a yt h e - e : r - l - g a g a i nf o r s t u d e n t st o d o t h e activityor c-::< .','1atthey havewritten.

^^^^^^-^, ttEUE)Jdt

y

G e tt a l k i n g 1 1 A t t o wp l e n t yo f t i m e ' c ' : ^ : : : : , : y . . T e l ls t u d e n t st o i r n : g- : : ^ : " : . e a t a p a r t y T . hey s h o u l dt h i n ko f q u e s . : ^ s: : : s < c t h e rp e o p l ea n d w a y s o f m a k i n gs r . e . a< 3 - a , n s t o r m a few ideas t o g e t h e re, . g a s k o - es . c - s - c o u i f a m i l ya n d b o y / g i r l f r i e n d sm, a < ec c r , ' e r s a l i oanb o u tt h e w e a t h e rt,h e t e a c h e r si .n e o o s t e r so n t h e w a r r o l f s t u d e n t sd o n ' t k n o , , ê;a c r o t h e r ' sn a m e sy e t , t h e y s h o u l dw e a r a n a r - nbea d g e . o S t u d e n t sc i r c u l a t e a T o u n iGh e c l a s s r o o m making s m a l lt a l k J o i n i n y o u r s e ,i fa n dt a l kt o a s m a n y s t u d e n t sa s p o s s i b i eB e s u r et o u s e l o t so f q u e s t i o n tags.

fordescribing relationships V o c a b u l a1r y Expressions verbs 1 V o c a b u l a2r y Phrasal about a relationship L a n g u a gt oeg o Talking

Truelove Language notes . The grammarof phrasalverbsis complex.ln this lesson,a distinctionis made betweentransitiveverbs (comeacrossl (falloul, althoughthis is complicated by and intransitive the fact that someverbscan be both . Studentsfind it difficultto use phrasalverbs partlybecauseof their colloquialfeel. After appropriately, Exercise7, vou couldask them to rewritethe text using 'ordinary' verbs, e.g. met insteadoI came across,argued insteadof fell out eLc. r Studentsmay be interestedto notethat phrasalverbs often havetwo meanings:a literalone and a figurative in the Languageto go box,where one.This is illustrated there is a pun on the two meaningsof to fallouf. {See also Exercise3 on the Practicepagefor this lesson.)

Way in

Why d1d,th,6;.,

Vocabulary focus 5

Oividethe classinto smallgroupsto choosethe correctdefinitions.Go throughthe answers. . Tellstudentsto chooseone of the verbsand use it to write a sentenceabouttheir own life.Ask some of them to readout their sentences.

6

Studentsdecidewhich sentenceis transitiveand which is intransitive. r Theythen readthe sentences againanddecidewhich type of phrasalverbsare used.Go throughthe answers.

1b

. Brainstormthe namesof some famouscouplesfrom historv,literatureor the world of show business.

2a

3b

4a

5a

6b


Studentsmatchthe verbswith the words.Thev can do this in pairsif you prpfer.Go throughthe possible combinations. Ask what thev havein common,to elicit e.g. relationshipsbetween people.

Discussthe questionswith the class.Focusattention on be divorcedand get divorced.Make sure students understandthat get divorcedrefersto the process,be divorcedto the state. Ask what people haveto do beforethey get divorced(get married).

Practice 7

ffi Findout what studentsknow aboutMarilynMonroe . Studentscompletethe text with their partner.Play the recordingfor studentsto checktheir answers. o Ask studentsto think of alternative verbs.

8

ffi Playthe recordingfor studentsto markthe stresses. o Go throughthe answers.Ask a good studentto read the text. get on

3

fell out came across solit uo made uB got back togglher got ever :::'r.ti]t::ti:t;]:ti:l;s.r;,;::,:,r.,r,;;,:rr::

Ask studentsto say what they know aboutthe couples in the photos.Helpthem by askingquestionsbasedon the vocabulary,e.g. Did they have a happy marilage?

R e a d i n ag n ds p e a k i n g 4a Studentswork in pairs(A+B).Tellstudentsto read their text and completethe relevantsectionof the table. 4b In pairs,studentsask and answerquestionsaboutthe texts and completethe table. . Earlyfinishersshouldtell their partnersotherthings they rememberabouttheirtext. r Ask studentsto summarisethe text thev didn't read.

Stressin phrasalverbs normallyfallson the particte.


Focusattentionon the picturestory.Ask students if they understandwhat happens.Ask Does it havea happy ending?to elicit Yes,it does. r Ask studentsto think of some of the words and phrasesneededto tell the story.Write any new vocabularyon the board,e.g. pet shop, assistant, manston. o In pairs,studentstell the storywith their partner. Walk roundthe classas they talk, helpingwhere needed.

. . . a n dw r i t i n g 10 tett studentsthat most of the phrasalverbs in Exercise5 can be used in this story,too. . Studentswrite the storywith their partner. . Ask a studentto readout the storv. . For an exampleof a pieceof narrative,see W r i t i n g b a n k p a g e1 4 6 .

> PHOTOCOPIABLE ACTIVITYPAGES66_67

19

V o c a b u l a rPhrases y to describe behaviour G r a m m a0bligation r verbs L a n g u a gt oeg o Dlscussing waysof bringing upchildren

T h ed a d d yof d i s c i p l i n e L a n g u a gneo t e s . Modalverbs like musf and shouldindicatea greater s e n s eo f s p e a k e irn v o l v e m e nt h t a nt h e i rn o n - m o o a i equivalentshave to and ought to. . Needcan behavelikea modalverb when used in the negative,e.g. Youneedn'tgo. In this case,the speakeris givingauthoritynot to go. In the non-modal versionYou don't need to go the speakeris merelystatinga fact.

5

1 John Rosemondbelievesthat parentsare less strict n o w a d a y sa, n dt h e y s p o i lt h e i rc h i l d r e nt o o m u c h . 2 H e t h i n k st h e y s h o u l db e m o r es t r i c t ,a n d d i s c i p l i n e t h e i rc h i l d r e nm o r es t r o n g l y I n p a i r s s, i u c i e n : es x c h a n g e t h e i ri d e a s . r Findout ho'..'-ai), studentsagreewith Rosemond.


Way in o Ask studentsif they have/hadgood relationswith their parents(or children).lf anyonesays'yes',ask why.

C e t s t u d e n t s: : ^ : - : s : - e r o d a l v e r b s( e . g .c a n , m u s t )a n d . i c : e , : , - : - : i - - g a b o u t h e m ( e g t h e y n a v en o i r i f C - : : - S : - - . : - t : - : \ a : e i O l l O w e bd y t h e i n fi n i i i v e' . ' . : : ^-: : : - ' S i u i e - : s- - s , ' , : - . ^ : : - : s . : ^ s ; c n e c kt h e i ra n s w e r s .


2

Some of the expressions will be new to students. Invitethem to use dictionaries if they havethem to h a n d .C l a r i f yt h e m e a n i n g s . Studentsdividethe ohrasesinto four oairswrrn s i m i l a rm e a n i n g sG. o t h r o u g ht h e a n s w e r s d o i n gc h o r e s= d o i n go d d j o b s i n t h e h o u s e gettinginto trouble= beingnaughtyand gettingca-g-: dolngwhat you'retold = obeying G e t s t u d e n t st o d e s c r i b ew h a t i s h a p p e n i n g^ e a c ^ '1 photo,usingexpressions from Exercise .rSuggestions PhotoA: gettingintotrouble/being naughty/payingiruant PhotoB: doingchores/doing oddjobsin the house PhotoC: doingwhat you'retold/obeying/getting into trouble/beingnaughty(andgettingcaught)

3

Practice I

R e a dt h e q u e s t i o n so, r g e t a s t u d e n t o r e a di h e m A s k f o r s o m e i n i t i aild e a sf r o m t h e w h o l ec l a s s l f p o s s i b l et ,e l l s t u d e n t sa b o u tv o u ro w n c h i l d h o o d . . Dividethe classinto groupsof three or four to discussthe questions.Walk roundthe classas s t u d e n t st a l k ,l i s t e n i n tgo t h e m . r Ask one studentfrom eachgroupto summarisethe thingsthey talkedabout.Findout what the classas a whole thinksabout Ouestion3 Are oarentsless strictthan they were? ls the situationdifferentin differentcountries?

, 9

ffi Studentsrewritethe sentencesusingappropnare verbsfrom Exercise6 o Ask some studentsto readout theirsuggestions. Remindthem that often morethanone solutionis oossible, e.g. Youshou,c :-ont to washthe dishes. . P l a yt h e r e c o r d i n fgo r s t u c e r t si o c h e c kw h a t t h e y havewritten

Explainweakform(reduce : s --:ss cn grammatical words a n ds o m em o d a vl e r b s lg, , ^ l , : : a r e x a m p l e of the strong(full)form of a y,1c.t3-l iS ,\/ookequivalent, e.g You must work harder. mrst/(strong) You must work harder mas(t)/(weak) o P l a yt h e r e c o r d i n fgo r s : , : e - : s i o r e p e a tf,o c u s i n g on the weak forms of ic" s-ould and not.

L20

Reading

G e tt a l k i n g

4

10 Reado , r g e t a s t u d e n t o r e a c ,r h e q u e s t i o na n d a s K f o r s o m e o u i c ko p i n i o n s o Dividethe classintogrc,tcsof threeor four.Walkround the classas studentstalk,neipingwhereneeded. r T e l ls t u d e n t st o w r i i e t h e i rc o m m a n d m e n t s . . Ask one studentfrom eachgroupto readtheir list. r D e c i d ew i t h t h e c i a s sw h i c h l i s t i s m o s t r e a l i s t i c , w h i c h i s t h e m o s i i d e a l i s t i ca,n d w h i c ho n e c h i l d r e n w o u l d l i k el e a s t .

Focusattentionon the photoof John Rosemono,an Americanchildcareexpert.Ask studentsif they think he lookslike a strict parentor a permissiveone. . Studentsreadthe article. r Discussthe two questions,and ask some more questionsaboutJohn Rosemond,e.g. What did he do before he got married?


Vocabulary Humour givingandasking Functions Agreeing, disagreeing, foropinions g o youlaugh L a n g u a gt oe Discussing whatmakes

That'sfunny

Language focus 4

Language notes . The title hastwo meanings.Funnycanreferto somethingstrange,as well as to somethinghumorous. (Do you mean Often nativespeakersask for clarification funny'strange'or funnyha-ha?)Studentsmay be interestedto learnof the ambiguity. . Studentssometimesask aboutthe differencebetween think of and think about.Tellthem that you can thinkof a number but think about something for a long time ln lhe expressionWhat do Vouthink of . . . ?, of could be substitutedby aboutwith no changein the meaning.

Way in

Disagreeing:I'm G i v i n ga n o p i n i o n I: t h i n k op o o s e. . . ;: l IlI r e c k o n' . . . ;: I s u-p F o rm e . . . : P e r s o n a l l .v... Ask'mSforan opinion: Hor,n t h i n ks o ? ;W h a t d o y o u t h i n k

r Ask studentswhen they last laughed.What was the reason?Ask how manytimes a day they laugh.lf possible,tell them aboutyourself.


2

Rst studentsto identifythe comediansin the photos ( C h a r l iC e h a p l i na n d M r B e a n( R o w a nA t k i n s o n ) F ) .i n d out what they know aboutthem, and if they haveseen a n y o f t h e i rf i l m s / p r o g r a m m e s . e Ask studentsif thev havea favouritecomedian. Who? lf studentscome from differentcountries,get them to tell you who the most popularcomediansin their countryare,and why. Studentsreadthe ohrasesand matchthem with the definitions.Go throughany new vocabularyand ideas, e.g. get a joke, stand-upcomedian,have the last laugh. r Pointout the big differencein meaningbetween fun and funny(andsee the first Languagenote above). . Ask a few studentsif they preferverbalor visual humour.

Listening 3

Rst studentsif thev can rememberwho the intervieweragreedwith in Exercise3 (Amandaand ) . h o d i d n ' th e a g r e ew i t h ? P a b l oi n p a r t i c u l a rW (Johnny.) Ask if they rememberany of the expressions he usedto agreeor disagree,and write them on the board. . Studentsclassifythe expressions accordingto their function,usingthe recordingscripton page117 iI necessary. All the expressions appearin the script apartfrom lthink... and Personally... . Go throughthe answers.

5

T V.QW

markthe stresses, thenplaythe ffi Students recordingfor them to checktheir answers. r Playthe recordingagainfor studentsto listenand reoeat.

Practice 6

Studentscompletethe dialoguesand checkwith a partner.

7

ffi Playthe recording,stoppingafter eachdialogue for studentsto practisesayingit. . In pairs,studentsreadthe dialogueswith their partner.Walk roundthe classas thev talk, ,encouraging the correctintonation. . Ask studentsto practisesome of the dialoguesfrom memory.

ffi etaythe recording(morethan once)for students to matchthe intervieweewith the tvpe(s)of humour they prefer. G e tt a l k i n g . Go throughthe answers.Get studentsto summarise 8 Ask a few studentsabouttheir favouritetype of the informationabouteachoerson. humour,and agreewith some of the thingsthey say. o Ask studentsif they rememberanythingaboutthe . Dividethe classinto groupsof three or four. interviewer. is he? (British.)What type What nationality . Studentsidentifythe types of humourrepresented of humourdoeshe like?(Verbal humour,cartoonsand in the photos,and givetheir opinionsaboutthem. satire.) Whatdoesn'the like?(Peoplemakingmistakes.) (From left to right, they are The Nutty Professor (film/physicalhumour),The Simpsons(cartoon), Laureland Hardy(physicalhumour,peoplemaking mistakes).) Canthey think of any othertypes of humour? o Ask one studentfrom eachgroupto reportbackthe opinionsof the group.Decidewhich form of humour rn9 seems most popularwith the class. . lf you havetime, get studentsto tell the classabout the funniestthing they ever saw or heard.

> PHOTOCOPIABLEACTIVITY PAGES7O_71

21

activities V o c a b u l a rWeekend y plans fordescribing future G r a m m aTenses r plans L a n g u a gt oeg o Making

A perfectweekend

4

Language notes

--= nst wha, . - : 3 e n a r ed e f i n i t e l gy o i n gt o d o ( s p e n dt n e a ' . s ' ^ l : r t o g e t h e r ) . . G e t s t r : c s - . s- : . ei l v o u a b o u to t h e ro l a n sl l n a a n d B e n h a ' r e l : - , . : : t h s s t a g ei n s i s to n t h e t e n s e s |,^î u)Eu

. Studentsoften havetroublewith the conditional structureWouldyou. . if + past tense;Exercise2 can be usedfor extrapracticeof this if necessary . At some point in the lesson,studentswill be reassuredif you remlndthem that there is often very littledifference in meaningin alternativestructures(especially between presentcontinuousand going to, and between will and going tol when referringto the future.

,^ ilL .

::-

r Ask studentswhat they likedoingat weekends. M a k ec o m m e n t so n s o m e o f t h e a c t i v i t i e se,. g . That sounds interesting/ relaxing/fun etc. . Ask the same studentswhat thev did lastweekend. Was it somethingdifferent?

5

Remlnd stuoe-:::-=. - r ^ r : e s n ' t h a v ea n --::-:ri r n r a r r c n f r,o-f o i n f l e c t efdu i - ' = : = - : : , r-r i' . ' n g to the future . S t u d e n ' :cs3 - : : : : : - : - , 3 s o G o t h r c u g ^- ' : - - : , ' , : - : - s . l s l u d e n t sw h i c ho f t l e : \ , ' , ' ci - - : : : ^ : = ' : : - . : ; s i i l u s t r a t ei nd R u l e1 'a - =- -- -

Focusattentionon the photo.Ask what peopleare d o i n g( t h e y ' r eh a v i n ga d r i n ka n d s u r f i n gt h e l n t e r n e t ) o Findout how many studentsuse lnternetcaf6s,and how often. 2 a G o t h r o u g ht h e p h r a s e sI n v i t es t u d e n t st o g u e s s: h e meaningwhere possible(e.9.havea lte-in,go \ L^.^ c^ 1t, u' l ûL 'u; ^t^ n gttlrr.. ,x^ lp^ ; ^r a rôn+T n e ra s^ ^ s n e c e s s a r ye, g . c e : : ' - : with friends(= exchangenews and gossipl^,'':rf' :^:s y o u h a v e n ' st e e nf o r s o m et i m e ) ,D I Y{ = d o , : o - ' s : r . F o c u sa t t e n t i o no n s i t u a t i o n s1 - 9 A s < a ' e , ' "1

A/l^;^l- ^^-;\t:n h o n i n n ,i ^, ^, n 9 lV V n t C na c | l v t L yi . a u

Reading lf a numberof studentsin the classuse e-mail,ask them who they write to, and how often. r Ask studentsto look brieflyat the e-mailsand tell you what they are about (llna and Ben are making plansfor the weekend). . Studentsre-orderthe e-mails.Go throughthe correcl oroer.

:'X;le;:.gt0;tln;ll:i.:,Ai.:e


. - =

_

-

- :::

- - -

^ . , : ! ^ ^ ^ ^ \

. =vrutrllugr.

-

: r

: : r

r ' r

!

l Gs :g :.: * i:fin;iive 2 The presentcontinuous 3 T.e cresei't:simple 4 Wiil ',,,,ii].:t]:,:::':i:lil:i]::,].

F'acri:e 6

S . - c e r : s c h o o s e: . e c o r r e c ft o r m a n d c h e c kw i t h a ! - L -

i U l

I Gc througi"::s a.s'!\,ers

C yCL JC ..

t o c h e c ku n d e r s t a n d i nSg t u d e n t sc o r n p , e i e. - e matchingactivity. 2 b F o c u sa t t e n t i o no n t h e i n s t r u c t i o nS.t u d e n i st a l kv r i r h r b o u tt h e a c t i v i t i e sW. a l kr o u n dt h e c l a s s t h e i rp a r t n e a a s t h e yt a l k ,g i v i n gh e l pw h e r en e e d e d . o Ask one or two studentsto reoortbrieflvwhat their partnersaid.

_::=_

. I s : - s s : - : I - : - - : s s : - t e - : sh a v ew i t ht h e s:',::,-:s ,',- :- :: :':. '-c lardesto use?

Vocabulary andspeaking

3

:

G r a m m afro c u s

Way in

nr roqtinne

:

T i n ai s g o i n g. ' ,- r : ' . - : ^ o p p i n g w i t h h e r c o u s i ni n t h e m o r n i n go u : , ' , : : l = ^ t o a r r a n g ew h e r ea n d w h e n t o m e e t .T h e - : - = . : ' : : : ; n g t o s p e n dt h e a f t e r n o o n t o g e t h e rT.h e . - . . : - ^ : - i n t h e p a r k t, h e ns e ea n a r t exhibition a r . - . ' ? - l : : : : - ? c i n e m aT . h e ym i g h tg o ',fbia drink afte['\','3:cs

1 l ' l l p i c ki t u p

2 W e ' r ev i s i t i n g 3 s t a r t s f; i n i s h e s

if,:",Tl?"".1j]'""',u,,**""t"s''...1.... G e tt a l k i n g ... 7

Brainstorm a f e u , 'c o s s: s : : s r n a t i o n sa n dw r i t e t h e m o n t h e b o a r dT . h i s. , ^ , . = . . - : : - . a r l y u s e f u fl o r s i u d e n t sw h o a r ee ' . ' , ? ','.. * - : r e B r i e f l vd i s c u s st h e attractionsof each c ace o D i v i d et h e c l a s s' i i : c g ' : * c s : : ' l h r e e o r f o u r . . S t u d e n t sd i s c u s st - e . ' j . ' s a : i o n a l a s p e c t s . W a l k r o u n dt h e c l a s sa s : - : . . a i k ,g i v i n gh e l pw h e r e needed.

. , . a n dw r i t i n g

Match studentswith a ce':-er { possible,partners shouldnot be sittingnex: .i eachother. . S t u d e n t sw r i t e a n d e x c : e ' g e e - m a i l s ' w i t ht h e i r partner.Both studentssroJ c make an invitation, and replyto the one ihey receive. o Deliverthe invitationsar'd :eplies, o Ask studentsif they were rappy with the invitations. . Forexamplesof e-mails,see Writing bank page 148. il.'.,:.l.,'l.l'.'.l.,,'.l.,l,....,''.',.. 8

yourself, Expressions fordescribing ir !or.rl Writinga CV

J u s tt h e j o b

Vocabulary focus 5

L a n g u a gneo t e s o Y o um a y w a n t t o h i g h l i g htth e t e l e g r a p h isct y l eu s e di n CVs.One of the mainfeaturesof this is the absenceof personalpronouns(Hassuccessfully researchedl. . 'A levels'(= Advancedlevels)are examsstudentstake in E n g l a n da t t h e a g e o f 1 8 t o g a i na d m i s s i o n to university.

1 e x c e l l e nct o m m u n i c a t i osnk i l l s 2 d e v e l O p e d 4 mollvalqng 5 pro.ie'Ssionaf ii3,iih'ilghit,.eiperienced ' ':: proven 7 managefal skills-irrr,:ri'8:,rfain ,6l,Co.ordinated

Way in r Ask studentswhat they haveto do if they want to get a j o b .E l i c ia t f e w i d e a sa , n dw r i t e t h e m o n t h e b o a r d , e g. get the right qualifications,write a letter, go to an interview. o lf any studentshaverecentlygot a (new)job, ask them to say what they did to get it.

Lookat some of the expressions with students.As< w h e t h e rt h e ya r ef o r m a lo r i n f o r m a(l f o r m a lo, n t h e whole),positiveor negative(allpositive) . Studentsmatchthe phrasesfrom the CV with the d e f i n i t i o n sG. o t h r o u g ht h e a n s w e r s . o Tellstudentsto closetheir books.Canthey r e m e m b ea r n yo f t h e p h r a s e s ?

r.r'r'r'r'r.iilri.lr.:i r:r.rrir'.,i 9 ,good organisati.oha,l]'Sllifl$,i'.,.]:'i,,r,] ,,r:;'',:

6

F o c u sa t t e n t i o no n t h e t h r e e' m a c r o c' a t e g o r i easn d t e l l s t u d e n t st h a t a l lt h e w o r d sa n d e x p r e s s i o nisn Exercise 5 f a l l i n t oo n e o f t h e m . . Studentswork in pairsto matchthe phraseswith tne categofles. . G o t h r o u g ht h e a n s w e r s .

S p e a k i nagn dr e a d i n g 1

2

Readthe rubricand suestions.Ask a few studentsif they have an up-to-dateCV. . S t u d e n t sc o n t i n u et a l k i n gi n p a i r s . . Ask two or three pairsfor feedback.Findout what t h e c l a s st h i n k sa b o u tt h e i d e a l e n g t hC V l s o n e p a g el o n ge n o u g h ? Rtlowstudentsa few minutesto readthe text. . Ask one or two studentsto summarisethe which may be information.Explainany vocabulary necessary, caughtout e.g. gaps(= intervals), (= shown to be lying). 2 See readingtext.

3

4

Practice 7

3 One side of 44.

Discussthe differencesbetweenstudents'ideasand the advicein the text. Ask if studentsfind anything s t r a n g eo r s u r p r i s i n g . . Ask a few questionsbasedon the advice,e.g. Why should you put your career in reverse order? . Get studentsto tell you abouttheir own country lf studentscome from differentcountries,find out if there are any majordifferencesin CV presentation. 'abbreviated' D o t h e y u s et h e s a m e s t y l em e n t i o n e d i n t h e L a n g u a g en o t e s ? and Ask studentsto look quicklyat the advertisement tell you what the post is (ProgrammeDevelopment Researcher) and what this refersto (someoneto d e v e l o pp r o g r a m m e s c h e d u l e fso r l a n g u a g set u d e n t s ) r S t u d e n t sr e a da n d d l s c u s st h e q u e s t i o n si n p a i r s o G o t h r o u g ht h e a n s w e r s D o s t u d e n t st h i n kt h a tt h e C V i s w e l l p r e s e n t e de, v e ni f i t d o e s n ' tf o l l o wa l t h e advice?Why (not)? ,'N-n;,':rthl6i..cv,: does not f olIow th e advice. i'...|l':i


Focusattentionon the photosand ask one or two studentsif they would liketo do any of the jobs Ask why (not). . S t u d e n t sc o n t i n u et h e d i s c u s s i oinn g r o u p sW . alk r o u n dt h e c l a s sa s t h e y t a l k ,g i v i n gh e l pw h e r e neeoeo

G e tw r i t i n g 8

T e l ls t u d e n t st o c h o o s eo n e o f t n e j o b s i n t h e p h o t o , o r a n y o t h e rj o b Y o um a y n e e dt o p r o v i d et h e E n g l i s h wordfor the job. . R e m r n ds t u d e n t st h a t t h e y s h o u l dw r i t e o n l ya C V ( n o ta i e t t e ro f a p p l i c a t i o n ) . r S . u i e n i sm a y f i n d i t i n t e r e s t i ntgo d i s c u s st h e u s e o f ; : a ;c s t o h i g h i i g hitm p o r t a nw t o r d s .I n t h e m o d e lC V o h r a s e sa r e i t a l i c i s eads p a r to f a n e x e r c i s e . H o w e v e rs, o m e p e o p l eh i g h l i g hwt o r d s( b y u s i n g i t a l i c sb, o l do r u n d e r l i n i n g t o) c a t c ht h e r e a d e r ' se y e . What do studentsthink of thls strategy? o lf studentshaveno work experience, they can inventsome. However,they shouldtry to be honest i n t h e i rd e s c r i p t i o nosf t h e m s e l v e s . . lf possible,wall-mountthe CVsand get studentsto decidewhich one is the most effective. . For an exampleof a letterof application, see W r i t i n g b a n k p a g e1 4 9 .

23

V o ca b ularThe y media perfect: Present Gra mm ar simple / contrnuous job yourexperience a interview andtalking L a n g u ato g ego Having about

I nt h e m e d i a

.il been working 2 been :4r,'wotO"O5 been doing gieieb:flCh,e ,r,7,workeO Saeveloped 1 1 p r e p a r e d 1 2 b e e ni n v o l v e d

Language notes . Rememberthat the differencein meaningbetween presentperfectsimpleand presentperfectcontinuous can be very slight,especiallywhen verbs referto a situationor activitywhich can lastfor a long time (/ive, work, studyetc.).But only the presentperfectsimple can indicatecompletion:comparel've been readinga book (whichI may or may not havefinishedland l've reada book (l've finishedit).

o Ask a few studentshow often thev watch television. Did they watch anythinglast night?What sort of programmewas it?

Ask studentswhat they rememberaboutCharlie'sCV in the previouslesson. . Studentsre-readthe job advertisementon page 23 and discusswith their partnerthe qualifications and experienceneeded. r Ask one or two oairstheirviews.

W Givestudentstime to readthe extracts.lf they want to, let them decidewhich tense is used before you playthe recording. . Playthe two extractsfor studentsto do the activity or checkwhat they havechosen. r Go throughthe answers.

> PHOTOCOPIABLEACTIVIry PAGES76-77

l

Lookat Ouestioni rvith students.Get studenrsto name the tenses lpresentperfect simple and present perfect continuous!. . lnvitestudentsto give theiropinionaboutthe grammaticalaccu!'acy{both are correct). . StudentsconslderOuestions2 and 3 with their panner. . Discusstheir answers.You may like to referto the Languagenote above.

6 Studentsstudythe sentencesin Exercise4. lf possible,

7

clarifyany doubtsthey have. r Ask them to write two sentencesaboutthemselves using work or study in the presentperfectsimple and continuousforms. . Ask a studentto write the sentenceson the board. C o m m e n to n t h e m , a n da n y d i f f e r e n c e in meaning. re Playthe recordingand ask students why have and been are phonologicallyreducedto lvl and hml (becausethey are less importantthan the content words which follow). r Get studentsto repeatthe sentences,chorallyand individually.

Practice I

Listening 3a W Readthroughthe questionswith studentsand make surethev understandthem. r Pointout that the first question(Tellme about yourself...) has alreadybeen identified. . Playthe recording(morethan once,if necessary) for studentsto do the activity. 3b Studentschecktheir answerswith their oaftner. r Go throughthe answers. r Ask studentsto summariseCharlie'sanswersto eachouestion. r ,Askstudentsif they think Charliewill get the job. Whv (not)?

-,{

i Yes. Both sentences are 2 No, the meaningis 3 I've worked on a completed

Vocabulary andspeaking

:i:..,,ibo*sprogramme, nature programme, quiz show and feature film

tir:W(

Grammarfocus 5

Way in

Readthe list of programmetypes with students. Make sure they understandthe variousterms, e.g. chat show (or talk show), soap (opera)(usuallya never-ending dramaseriesaboutthe livesof ordinary people).lf studentscome from the same country,ask them to give examplesof eachtype of show. . ln pairs.studentsreadand discussthe ouestions. r Get feedbackfrom severaloairs.Concentrate on students'ideasaboutprogrammesusefulfor studentslearningEnglish,and add your own ideas. r Findout if studentscan watch any of these programmesin Englishin their own country.

rrt:itiiat::a

Studentsreadthe dialoguesand identifythe correct tenses. r Go throughthe answers. . Studentsreadthe dialoguesin pairs. r Ask good pairsto do the dialoguesagainfrom memory. 1 been looking-;spoken;had 2 been playtlg 3 heard;arrested 4 seen; been doing; beep"wgrklng 5 seen; lost 6 finished;passed

G e tt a l k i n g Ask a studentto readout the four questions. r Ask other studentswhich questionsthey think are most difficultto answerin a job interview(to elicit, probably,3 and 4). r Tellstudentsto think of a job (theirown, or a job thev would like). o Ask studentswhat answersthey would give to the questionsif they were applyingfor the job. Walk roundthe classas they think (andmake notes if they like),askingquestionsand givlnghelpwhere needed. 10 Watt roundthe classas studentstalk,encouraging them to be as naturalas possible. . Ask studentsto tell the classabouttheir partner's interviewperformance. Ask job candidatesif they felt the interviewwas fair.

9

andcooking food V o c a b u l a r Preparing y n0uns andquantifiers G r a m m a Countable r / uncountable howto make a dish L a n g u a gt oeg o Describing

1 a t l e a s ta n h o u r 2 a l m o s ta l l t h e b u t t e r 3 abouttwo 4 the beer 5 rice 6 ten minutes 7 thev are brown 8 chopoedtomatoes 9 30 minutes 10 rice

Readyto cook! Language notes

. R e m e m b etrh a t m a n y' u n c o u n t a b l en 'o u n so f t e nt u r n u p , e e r i s u n c o u n t a b l eb,u t a s c o u n t a b l e sIln t h e r e c i p e b you can orderbeersat the bar (actuallyshortfor bonles/ glassesof beer) . Studentscften havetrouble with few/a few and little/a l i t t l eB e p r e p a r e d t o s p e n dt i m e e x p l a i n i ntgh a t f e w a n d 'not /iffleboth imply enough',whereasa few and a little are more positive.CompareThere'slittle to eatand TA^-^'^ I IIOIO

J

-

d

I;++l^ +^

IILLIO

LU

6

7

^^+

CdL


nst a studentto readthe questions . W a l k r o u n dt h e c l a s sa s s t u d e n t st a l k i n p a i r s g , iving helpwhere needed o Ask two or three studentsto say somethingabout therrpartner o F i n do u t w h o h a sc o o k e df o r t h e m o s t p e o p l ea n d ask them to say somethingaboutthe experience Who did they cookfor, and what did they cook? Ask studentsto look at the words in the box and tell you what they havein common (theyare all verbs linkedwith food preparation). . In pairs,studentsmatchthe words with the if thev have definitionsTellthem to use dictionaries themto hand. . Go throughthe answers

tett studentsif Vou haveever eateneitherof the d i s h e sa , n d s a yw h a t y o u t h i n ko f t h e m . . S t u d e n t sd i s c u s st h e d i s h e si n p a i r s . r lf studentscome from differentcountries,get some o f t h e m t o i d e n t i f ya n ys i m i l a rd i s h e st h e y h a v e Studentsdo the activityand checkwith their partner . G o t h r o u g ht h e a n s w e r s . . Clarifvanv doubts Most of the answersinvolve d i s t i n g u i s h i nbge t w e e nc o u n t a b l e a n du n c o u n t a b i e n o u n s ,a n d e n s u r i n gs i n g u l aar n d p l u r a al g r e e m e n t (eachonion,bu| all the onions).Most of and some of ( t h ee x a m p l ea n d 8 ) a r e i n c o r r e cbt e c a u s et h e y s h o u l db e f o l l o w e db y t h e d e f i n i t ea r t i c l e . . Playthe recordingagainfor studentsto hearthe p h r a s e sI n c o n t e x t . 1 a few 2 all 3 a little 4 everyfew 5 almostail ,'6..,a1];ii1ie''. ].,7''S'ome8 a bit of 9 a small amount of 10 not too much 11 not a greatdealof

Ot;;;; 8

1 serve 2 frv 3 melt 4 add 5 (brinqto the) boil 6 grill 7 chop . 8 mix 9 roast 10 stii 11 simmer 12pour Focusattentionon pictureA of eachpairand ask studentsif they recognisemost of the food. . In pairsor smallgroups,studentsmatchthe words with the pictures. . Go throughthe answers Ask a few studentswhich set of ingredientsthey would prefer.Note that, in BritishEnglish,shrimpsare calledprawns.

;;;;;

Takethe opportunityto revisecountableand u n c o u n t a b lneo u n s .D r a ws o m e s i m p l ep i c i u r e so f food on the boardand get studentsto labeiti.rem, e.g. some rice, an apple,two bananas,scri,e c'4eese D r a wa t t e n t i o nt o t h e t w o c a t e g o r i e sc:o L ' I a oe ( n o u n sw h i c h h a v ea p l u r afl o r m )a n d u r c o u r t a b l e ( n o u n sw i t h o u ta p l u r afl o r m ) o Studentscompletethe chart o G o t h r o u g ht h e a n s w e r s eac', eilen!''e,.v,a small severaL, ti.'cO.u:niab'le:ria'few, ':,nUmrbOr.'of; n:r ? a'ge'u','rberof, rnany not too many, 'unC[untable:a little.a s.]ra a-cir.i oi, not too much, n o t a g r e a td e a lo f a c : : ' ' c o u n t a b l eo r u n c o u n t a b i e:: a r r o s t a l l ,s o m e ( o f ) , most o'

Practice 9

L i s t e n i nagn ds p e a k i n g 4 frffi etaythe recordingfor studentsto identifylr e recrpes. o Note that the first speakerhas an Americanaccent and pronouncesherbsas l=xbzl, whereasin Britisn . Englishit is pronouncedlhs'.\r)bzl

irA.l',.rir,'.A,.r,.r.,,.,.'.'. .,.', ffiKSTellstudentsto closetheir books . P l a yt h e i n s t r u c t i o nf so r m a k l n gC a j u nS h r i m p . . In pairs,studentsopentheir books,readSentences 1 - 5 a n d c o m p l e t ew h a t t h e y c a n . . Playthe recordingagainif necessary. . R e p e at h e p r o c e d u r feo r C h i l lci o n c a r n ea n d S e n t e n c e 6s - 1 0 . e Go throughthe answers


S : - : : - - - . r : . - : : : : . - . a n dc h e c kw i t h t h e r rp a r r n e r . l : : - ' a - a ^- . ' ; : ^ s , ' , e r s . . ' " . - - s : - l : - : s < o \ v B r i t a i na,s kt h e m l f t h e ya g r e e , ' .: - : ^ : . : \ , : e,'' 2euery 3a little 4number - ; g r e a td e a lo f 6 m a n y 7 n u m b e r E iots of 9 few

.l:.:',',,'.,,,,,:',,,:lll

,,11;rr:',','.''l.'.,',1,',r

G e tt a l k i n g 1 0 f i n Oo u t h o w m a n ys t u d e n t sc a n c o o k S i t c o o k sw i t h non-cooks,if there are non-cooksin the class. . C o o k sc h o o s et h e i rd i s ha n dw r i t e n o t e s ,w h i l e n o n cooks(or those that can'tthink of a recipe)studythe recineon nacrcR5 of the Students'Book r Walk roundthe classas studentsexplainhow to m a k et h e i rd i s h . r Get some students(especially non-cooks) to report their partner'srecipe.

25

V o c a b u l a rExpressions y to desci'ic: :esrures -ing G r a m m aIhe r form/ infinri ,-; L a n g u a gt oeg o D i s c u s ssi nogc i able h a:,. -

Contact

Grammai'c:rs

L a n g u a gneo t e s . This lessondealswith verbsfollowedby the infinitive with to or by the gerund As there is no easyway of learning t h e s e ,i t m a y h e l pt o b r a i n s t o r m s o m es a m p l e sentenceswith students.

7 a R s f s : - l : - , s . : : - ^ : r f yt h e g r a m m apr o i n th i g h l i g h t e d b y t h e : . : s : t , ' , : ' : s r nt h e t e x t ( t h eu s e o f g e r u n d s a n dr n j^ _ . : : : - . = -s : - e v e r b s ) . r E x o i a^ . - : . . - = - . . ' . - o r e a l ' r u l e sa' b o u t w h i c h v e r c s: - : - : _ , : : : . : ^ e g e r u n da n dw h i c hb y t h e i n +- : , = : . , - _ : : : ^ ' s : o b e l e a r n e idn d i v i d u a l l y . . S : - : : - : = ^ - : . - - - : : : - _ - . - C ews i t ht h e r u l e s . . ' f : . - - _ . l -- - : : - :

: S

Way in . l f y o u t h i n ki t w o n ' t c a u s ee m b a r r a s s m e nats, k a f e w studentswho they kissedlast,and why.

/ n \-

S p e a k i nagn dv o c a b u l a r y

:- :--::'-;

S h a k eh a n d sw i t h a s t u d e n tA . s k t h e c l a s sw h a t t h e g e s t u r em e a n s . . Studentsdo the matchingactlvity. . G o t h r o u g ht h e a n s w e r sG e t s t u d e n t st o m a k et l e gestures(with the possibleexceptionof ltem 2) 1 b

2 e

3 g

4 h

5 d

6 a

7 I

8 c

Focusattentionon the picturesAsk studentsic . h e r ed o s t u d e n t st h l n k: - : , d e s c r i b et h e p e o p l eW c o m ef r o m ? o l n p a i r s s, t u d e n t ss a yw h a t t h e p e o p l ea r e . : - : . G o t h r o u g ht h e a n s w e r s 1 p o i n t i n ga t s o m e t h i n g 2 c . o s s t n gh e r - , - : : - . 3 p a t t i n gh i m o n t h e b a c k 4 w i n k i n g 5 w a v i n gg o o d b y e 6 k i s s i n gh i m o n t l e c - e = , -:.cs 7 shrugging h e rs h o u l d e r s 8 s h a k i r : g 3

4

D i s c u sw s h a t t h e g e s i u r e sr , e i - i - - : s - - l : - . : - , . .c o u n t r i e sD o t h i s a s a l v n c i e - ca s s : a : , : , r I n p a i r ss, t u d e n t sm a k ea i i s Lc : g : s : , : : s , s a l - : - : own countriesand discussthem r,,;.t:-_-:.-i..---=i . Distinguishbetween rude/offensiyeges:ulesa-t porre gestures. . Ask two or three studentsto talk aboutthe qestures t h e y u s e ,a n d h o w o f t e nt h e y u s et h e m . tett studentsto readanddiscussthe statementsin pairs. . l f s t u d e n t sh a v en o e x p e r i e n coef B r i t a i nt,h e y c o u l d d i s c u s st h e s t a t e m e n t si n t h e l i g h to f t h e i ro w n c o u n t r yo r a n o t h e rn a t i o n a l i t(ye . 9 .N o r t hA m e r i c a n ) . . M a k ea q u i c kc h e c ko f s t u d e n t si'd e a s .

Reading 5

6

tett studentsto readthe article. o Dealwith any questionsaboutvocabularv. . G o t h r o u g ht h e a n s w e r st o t h e q u e s t l o n si n Exercise4. Were thev what studentspredicted? r Ask one or two studentswhat they find most interestingaboutthe text, and why. 1 F a l s e( o n l vo n e i n f o u rt h i n kt h a t ) 2 F a l s e( o n l vo n e i n t e n a r e ) 3 T r u e 4 F a l s e( i t s h o w sp e o p l em a y be lonely)

:

:

:

=': :,, -:::3( Ciace t n e a C hC a S e .

: :

'.'

.:

- Ser,tence 1, remember

-: -'.-:vewithfo

, - = , ' .: ^ 3 : i a r t o n t h e b o a r dw , i t ht h e e x a m p l e s . . ! - :' :-^ - '. "s s t u d yt h e t e x t a n dc o m p l e t et h e i rc h a r t s .

| :: r i^'oughtheanswers by asking threestudents to " - s < s t u d e n t si f t h e y c a n e x p l a i nt h e d i f f e r e n c e r::,.veen remember to do somethlng(= p61to forEet :o do a task)and rememberdoingsomething = r e c o l l e cst o m e t h i n gd o n ei n t h e p a s t ) . . roint out that contrnuea..o try can also be followed , i t h n o c . a ^ g ec f m e a n i n g c y t h e g e r u n dw

Pr actice 9

G o ' t h r o u gthh e e x a nl : , , . - , - : " ' . ^ c i ec l a s ss o t h a t they get the idea o S t u d e n t cs o n t i n u e c" :-=^-!: .:s . G o t h r o u g ht h e a n s ' ' , : ' =

t tosee;eaiing 2tc:: ::;:: , r,, .: , , :toget; asiiinq 4 t o t a k e l t a k i n tgo; a " , = : : : - . , r g ;t o u c h i i n g, ,r r, ',' , , 1 0 A s k a f e w q u e s t i o n sc = s : ' : - : - 3 s : a t e m e n t s , e . g .D o y o u t h i n ki t ' s ' - = = ; : : : ' : e : o e o p l e ? o s t u d e n t se x c h a n g et : . : , . .: - : - , +i -p a r t n e r . o G e t f e e d b a c ka b o , - :S - . : . = - - = - :-_ =a r d 5 ( w h e nt o a r r i v ef o r d i n n e ra, " : , . -, : . - : - : s : u d et o p o i n t )

G e tt a l k i n g

1 1 D i s c u s st h e c a t e g c :rs . ' : = : : : - : c r e s e n t e di n t h e c h a r t( f a m i l yf,r i e n d s : : : : t - = s r T e l ls t u d e n t st o c c - : : - . - . : = : - - - e d i f f e r e nw t a y so f Studentscan discussthe articleif they haveplentyof b e h a v i nw g i t hd " e - = - : J - : - : s e x p e r i e n coef B r i t i s hp e o p l e . o F o c u sa t t e n t i ocn' . : ' . ' : - ^ - : : , . w r i t i n gt h e o lf studentsdo not haveexperienceof the British,get b e g i n n i n gosf s c ^ ^ =- : : ' . - : . : ^ s c n t h e b o a r de, g . t h e m t o d i s c u s st h e s i g n i f i c a n coef k i s s i n gi n t h e i r -,. . Always remembe' Trynot . . o w n c u l t u r e l.f t h i s i s l i k e l yt o c a u s ee m b a r r a s s m e n t , -.: :^-. l-:,os to do the activity. r D i v i d e t h e c i a s s c h o o s ea n o t h e rf r e q u e n t l yu s e dg e s t u r e( e . g . W a l kr o u n dt h e c . s s : s . - : , - a< , h e l p i n w g here bowing, shaking hands) needed. . W a l kr o u n dt h e c l a s sa s s t u d e n t st a l k ,j o i n i n gi n t h e i r . R e p o r to, r g e t s r - l = - : - . . : - : c o n , s o m eo f t h e m o s t d i s c u s s i o nasn d a d d i n gy o u ro w n i d e a s i n t e r e s t l nfga c t s , > PHOTOCOPIABLE ACTIVITYPAGES80_81

location andcharacter V o c a b u l a rGeographical y places L a n g u a gt oeg o Describing

T

lwo cliles

focus Vocabulary 5

L a n g u a gneo t e s p h r a s e si n t h i s l e s s o nr e f l e c t h e " M a n vw o r d sa n d promotlonalhype of advertising(charming,stunning, also collocations vibrantetc.) Clichesand predictable appear(internationalflavour,cosmopolitanatmosphere, wide varietv of attractions\.

1a 21 3c 49 5b 6o 7d 8j 9 f 10n 11k 12e 131 14b 15h 16m

Way in . Ask a few studentsabouttheir idealtown. ls it old or m o d e r n ?H o w b i g i s i t ? W h a t f a c i l i t i e ds o e si t h a v e ?

Practice 6

S p e a k i nagn dl i s t e n i n g 1

2

3

4

F o c u sa t t e n t i o no n t h e p h o t o s T e l ls t u d e n t st h e y s h o w t w o d i f f e r e ntto w n sw h i c h h a v et h e s a m en a m eBirmlngham. . Ask one or two studentsto describethe pictures r In pairs,studentscomparethe two towns. S u g g e sm t a k i n gl i s t so f s i m l l a r i t i easn d d i f f e r e n c e s . Ask one or two studentsfor feedback.Encourage qfrricturessuchas more modernthan. ., nnmnar:tirro n o t a s o l da s . . R e a dt h e i n s t r u c t i o nwsi t h t h e c l a s s .l f y o u t h i n ki t w i l l helpto focus the activity,choose,or get studentsto ^ h ^ ^ ^ ^ ^ + ^ ^ i a+ ^ ' t h e c o n f e r e n c w e h i c h r e f l e c t st h e i r ul luuDE, o tupru Iul interests. r Brainstorma few factorswhich would be important and write key words on the board, for organisers, e g. Accommodation?Entertainment?Transport? . Studentscontinuein pairs.Write any more good ideasthey haveon the board. frX# Readthe instructionand ask studentsif the informationwill be positiveor negative(positive, b e c a u s ei t c o m e sf r o m a p r o m o t i o n avli d e o ) . . l f a n y s t u d e n t sh a v ev i s i t e dB i r m i n g h a ma,s kt h e m t o g i v ea q u i c ko p i n i o nD i d t h e y l i k ei t ? W h y ( n o t ) ? . P l a yt h e r e c o r d i n g . . Go throughthe statementsorally,invltingdifferent studentsto correctthe faiseones '1 F a l s eB . irmingham i s v e r ya c c e s s i b l e . i s n ' ta v a s tc i t y . 2 F a l s eB . irmingham rBu1].RinS markei is a bustling,80O-year-old 31'[alsg,;,,.l16e SymphonyOrchestrais 4 Fa|se.'Tne,'Biimingham well-established. 5 True. 6 True. P l a yt h e r e c o r d l n a g g a i na n d g e t s t u d e n t st o s a yn r i a . theyremember o L i s tt h e p o i n t st h e y m a k eo n t h e b o a r d ,u n d e rt h e and Fame three headingsLocation,Characteristrcs o C o m n l e t et h e l i s t s . . P l a yt h e r e c o r d i n a g g a i nf o r s t u d e n t st o c h e c k v v '

'

' v ' v ! v

! '

' v

" v


with telt studentsto matchthe words and expressions t h e i rd e f i n i t i o n s . r Allow plentvof time for the activity.Studentscan u s e d i c t i o n a r i ei fst h e y h a v et h e m t o h a n d . G o t h r o u g ht h e a n s w e r s . r Ask studentsif they can think of anotherword or phraseto add to eachcategory

Tellstudentsthey are goingto crossthe Atlantic,to t h e o t h e rB i r m i n g h a m . . A s k ( o rs h o w s t u d e n t sw ) h e r eA l a b a m ai s ( i nt h e s o u t ho f t h e U S A ) . o Studentsdo the activityand checkwith a partner. o G o t h r o u g ht h e a n s w e r s . r Ask studentswhich town thev'd ratherspendtime U S A .W h y ? UKor Birmingham in- Birmingham 1 t h r i v i n o 2 r e n o w n e df o r 3 w e l l - e s t a b l i s h e d 4 vast 5 cosmopolitan6 vibrant 7 stunning 8 c h a r m i n g 9 b u s t l i n g 1 0 w i t h i ne a s yr e a c ho f

,.. G e tt a l k i n g 7

tett studentsabouta town Vou know well - not the town you are in now. Write some noteson the board as you talk, e g old market town, lots of parks. lf studentsknow the town too, don't say the nameg e t t h e m t o t e l ly o u . . Studentschooseanothertown or city and maKe them to choosedifferentplaces notes.Encourage r D i v i d es t u d e n t si n t og r o u p so f f o u r .E a c hs t u d e n ti n t h e g r o u ps h o u l dh a v en o t e sa b o u ta d i f f e r e npt l a c e . T h e Vd i s c u s st h e m e r i t so f e a c hp l a c ea s a p o s s i b l e conferencecentre o W a l k r o u n dt h e c l a s sa s t h e y t a l k ,e n c o u r a g i ntgh e m t o g i v er e a lr e a s o n sf o r o r a g a r n spt l a c e sa s p o s s i b l e , c o n f e r e n c cee n i r e s r A-"k 6 o.iuGeniiio,m each group to report beck to the c l a s sa b o u tt h e g r o u p ' sc h o l c eW h i c ht o w n w o u l d b e ' i h ef i r s tc h oc e o f t h e w h o l ec l a s s ?

. . . a n d\ / r i t i n g 8

1 s : ; c e - . s : o o T o d u cae b r o c h u r es i m i l a tro t h e o n e ' o ' 3 - l ^ n g r a mA l a b a m ai n E x e r c i s e 6, for the place : : e y c h o s er n E x e r c i s e 7, e F o c u sa t t e n t i o no n s o m e o f t h e e x p r e s s i o nuss e di n p r o m o t i o n al ilt e r a t u r (es e eL a n g u a g en o t e a b o v e ) . . S t u d e n t sc a nw o r k i n d i v i d u a l llyn,p a i r so r i n g r o u p s . . lf necessary, distributepaper(ideallyclean44 sheets)for studentsto work with. . When studentshavefinished,circulatethe leaflets for other studentsto read.lf you like,get students t o v o t e f o r t h e o n e t h e y f i n d m o s t a p p e a l i n gl s t h e i r choicedifferentfrom Exercise7? r F o ra n e x a m p l eo f a b r o c h u r es, e e W r i t i n g b a n k p a g e15 0 .

27

V o c a b u l a rVerb y + nouncombina. crsi0 describe workpatterns andhabits G r a m m aZr e r of i,r s a t n ds e c o -:c: ' l : o n a l s g o L a n g u a gt oe T a l k i nagb o ucto n s e c * : -s: :

R o u n dt h e c l o c k

.Te oL.

: : J s c u s st h e t o p i ci n p a i r s a, n d f i n d . : : l e s a m eo p i n t o n .

ni..^^--^--

Language notes

huji:

:_.:-

. 3 : - : : - : . -- :

o The text in Exercise 4 offersa goodexampleof journalism: contemporary a directapproach(lmaginethis), 'snappy' short sentences(Thatwil mean lesssfress)and informalexpressions (Andthat'son top of ...\.

-- : -: :. : - ,i,orkload so youcanwork

- . ' . - . - , ^ a n' l U Swt o r k i n gt r a d i t i o n a l -- : : : = : S : . i e e i S m

V o c a b u l aa r yn ds p e a k i n g 1

2

3

ldentify one or two studentsas earlybirds, and say whetheryou are one too. . A s k s t u d e n t st o c o m p l e t et h e e x p r e s s i o n sE.x p l a i n shift (= a periodof work, e.g. in a factory,lasting severalhours). o G o t h r o u g ht h e a n s w e r sb u t d o n ' td i s c u s sm e a n i n g s t o w o r k r o u n dt h e c l o c k / l o n gh o u r s / as p l i ts h i f t t o b e a n e a r l yb i r d / aw o r k a h o l i c / an i g h to w l t o b u r nt h e c a n d l ea t b o t h e n d s / t h em i d n i g h ot t l I n v i t es t u d e n t st o e x p l a i no r g u e s st h e m e a n i n gt = : - = e x p r e s s i o nisn E x e r c i s e 1 . A s k ,o r p o i n to u t ,\ r , . - : - : s o m e o f t h e m c o m ef r o m ( e . g .w o r k a h o l i?c\ , . - . . - . : , with alcohblic;a night o/ becauseowis fl\, z.- .--. . G o t h r o u g ht h e a n s w e r s r A s k s t u d e n t st o i d e n t i f yt h e r rf a v o u r i t e , : - : _ r :_A r e t h e r es i m i l aer x p r e s s i o ni nst h e t r 2 - . , a ) = . I n p a i r ss, t u d e n t a s s ke a c ho t h e ra o c _ - : - =n o c t u r n ahl a b i t s u , s i n gs o m e o f t n e 9 \ : - : : s : - : . A s k o n e o r t w o s t u d e n t tso t e l r: n - -- a : : : . . - = _ : : : a b o u tt h e i rp a r t n e r

: :3o irrirg lhe day 3: =,rsse::-confidenl :^:s inay also be reduQed,

l ' ; " - ' ^^ ' : : : - s c

i-- :^ : :,--: ::=:nerulesaboutconditio nn a tl e n c e s . se . _ - - . - : - : : s w e r s a n dp r e s e n t h e m o n t h e board . - t = ' . ^ ; ^ e a C i n g0s, 1 a n d2 ' : t _ _ : : -- s : n e n m a t c ht h e c o n d i t i o n at yl p e s with ' l : . - - c u g ht h e a n s w e r s

I

to work roundthe clock::c lr,,cr-< W i t h o u st l e e p i n g t o w o r k l o n gh o u r s :t o , . . , , 3 '.l<- 3 o n a r e g u l a br a s i s to work split shifts:to work more i|lair 3re s^ _ - 24-hourperiod to be an earlybird:ro likegett'ngup early to be a workaholic:' to be addictedto work to be a nigh!1.oWl,: to like stayingup late at night to burnthe candleatrboth,ends:,to get up ear-lyano stay up late to burnthe midnighti6jl:r,tois$'! up tateWor,king.'

8

The statementsare basedon a text about British society.lf studentsdo not haveexperienceof British society,tell them to thinkabouttheir own country. r Readthe statementsand clarifyvocabulary as n e e d e de, . g c o p e( = m a n a g eg, e t o n ) . o Studentsreadthe statementsand discussthem w i t h t h e i rp a r t n e r

9

' - : - : : : r d i t i o n a l :p r e s e n tp; r e s e n t ,r: l i ' rr. '-s: : o n d i t i o n a pl :r e s e n t l;v l l / :r.',l,,,,'.:1..1';',..,.r s=::nd conditional: pasl; lnrould ' '-sr conditional 2 secoil ccroirionalS zerocondiiional, S - , d e n tas n s w e trh e c - : s . : ^ s . C h e c kt h e i ra n s v v e . s. - : ^ l : - . e n 1t o f o r m u l a t e s o m e r u l e sf o r t h e - s : : ' t - : , : e d . i h a t ,a s l o n g a s , unless and if noi. ": Providedthat 2\=:

5

tett studentsto glancequicklyat the text and find out which societyit is about(the UK). . Studentsreadthe text and checktheir answersto Exercise3. . G o t h r o u g ht h e a n s w e r s . lf you havetime, take a closerlookwith studentsat the vocabulary and text structure.The style is typical o f t h e B r i t i s hp r e s s( s e eL a n g u a g en o t e a o o v e l . 'l lrue 2 lrue 3 False 4 False b True Ask studentsto summarisethe advantaqes and disadvantages. Write noteson the board,e.g. Advantages:spreadingworkload... > PHOTOCOPIABLE ACTIVITYPAGES84_85

["

::

r'actice + s k s t u d e n t si n t u r - . - - ; . , - - - . - ^ c s t u a t t o n s . + s k o t h e rs t u d e n t :s: t - , : : ' , - = s t u a t i o nc o u t o -.- ,=,-=. a c p l yt o t h e m ,a n d , , ,. of certainty c e ' t an ? l i k e l y v? e - . _ - : r S t u d e n t st h e n d e c : : _- , - :- I . t o n awl o u l d b e m o s ta p p r o p r i a. t_e- : - , - : : - . . , , j b e s u b j e c t i v e , b u t e n s u r e t h a t t - : -, : : - , : l : ^ e c o r r e c t c o n d i t i o n at ol t h e : - : _: : . : : : c e r t a i n- z e r o c o n d i t i o n al ilk; e l y- ' - - . - . - _ - .: - a : . u, n l i k e l_y s e c o n d conditional).

Reading 4

:

with the questic-:

- , . , . . j d oi f . . . ) , b u t : ; ' . s t u d e n ti n t h e c l a s s =. . : - ,',culd be What do . _, :.'.akeat night? - : ? - . s w r i t e ,g i v i n gh e l p

G e tt a l k i n g 1 0 o i v i O et h e c l a s s - " - : . . . . . S t u d e n tass ke a : - _ . ' = - 1 4 a n da n ym o r e : - : . - : . A s k o n e p e r s o !''' : ' - : . - ' ^ ' a 'night owls'

a i^

i' vdvor n f ri Lf [r r y +L rhrav

people's fordescribing characters V o ca b ularAdjectrves y personality Descrrbing Function people youknow about L a n g u ato g ego Talking

Personto person

5 A l l o w p l e n t yo f t i m e f o r s t u d e n i s : 3s : - 1 , ' " ; r n dt r y : c : : - ^ : i , s e n t e n c ew s r t ha p a r t n e a r G o t h r o u g ht h e i ra n s w e r st ,h e n: 3 . - - : - : : : - : - a g a i nf o r t h e m t o c h e c k o W r i t et h e m i s s i n gw o r d so n t h e b o a r c .a - : : : , studentsto readout the sentences. . A s k w h a t f u n c t i o na l lt h e s e n t e n c e s h a r e o p i n i o n sa b o u tc h a r a c t e r ) .

Language notes . Sub-modifiers (e.9.a bit, quite,really4 are especially usefuw l h e n g i v i n go p i n i o n so r i m p r e s s i o nasb o u t s o m e o n eE . n c o u r a gteh e i ru s ew h e r e p o s s i b l e . o Payattentionto the stresspatternsof compound adjectives(easy-going,self-confident,big-headed).

about ',,1':,,'getl';to:,;knowt,::.::::,t2;,:9o:ttl:tof::t:p,eiSon:l.,,,,'3..,.tlr.ikes 4 a , b i t 5 s o m e t h i n ga; b o u t 6 l i k e da b o u th i m ; m a K l n g / o r to r a n

Way in . Brainstorma few words for describingcharacterand write them on the board.They may or may not be words f r o m E x e r c i s e1 ; i t d o e s n ' tm a t t e r r Ask one or two studentswhich word(s)applyto their own character.

L a n g u a gfeo c u s 6


2

Tellstudentsto matchthe words in the box with the d e fi n i t i o n s . o G o t h r o u g ht h e a n s w e r s . r Ask studentsto work with a partnerand think of adjectiveswhich are oppositein meaningto the ones in the box r G o t h r o u g hs t u d e n t ss' u g g e s t i o n(sp o s s i b l e opposites:self-confident / shy; dull/ interesting;bigheaded/ modest; sensitive/ insensitive). 1 cheerful 2 easy-going 3 self-confident 4 moody 5 opinionated6 sensitive 7 thoughtful 8 pushy 9 big-headed Describeyourselfto studentsif you darel Be prepared for studentsto disagree. . l n o a i r s s. t u d e n t sd l s c u s st h e i ro w n a n d o t h e r people'scharacters . lf there is time, ask studentsto write a short penportraitof one of the peopletheir partnerdescribed.

you laugh. H e m a k e sm e l a u g h . She'sthe !g4 of perSon,','you:'can,,,haVe a good time with. ]]' g .'176-,uri',lEuqb:''. ,,.:Hre'ls..ldWaVs,i::malk!,n ,.iheie.iir., thing"qruile_:irushr7 about him. She's a OLfmaoOy. H e ' sa b i t o f a n i d i o t .

Practice 7

Listening 3

4

ffi Focusattentionon the photos Tellstudentsit shows a televisionprogramme.Why do they think there ls a screenbetweenthe man and the women? . P l a yt h e r e c o r d i n g . r D i s crrs st h e c r r r c s t i o nwsi t h s t u d e n t sA. s k t h e m w h a t t h e v t h i n ko f t h e i d e ao f a b l i n dd a t e( i e . a d a t e . ould w h e r et h e c o u p l ed o n o t k n o w e a c ho t h e r )W they ever go on one?Why (not)? ffi Tellstudentsto look againat the photosof Lara a n d D e a n .D o t h e y t h i n kt h e b l i n dd a t ew i l l b e a success?Why (not)? . P l a yt h e r e c o r d i n g ( a t l e a s tt w i c e ) , . S t u d e n t sa n s w e rt h e q u e s t i o n tsh e n c h e c kt h e i : answerswith their partner. . G o t h r o u g ht h e a n s w e r s . . A s k s t u d e n t sw h a t e l s et h e y r e m e m b e a r b o u tt h e d a t e .W h a t d o e s D e a ns e e mt o b e p a r t i c u l a r l y interested i n ?( C a t c h i nagn d c o o k i n gf i s h )

ffi$#Discussthe headingsin the lightof Laraand Dean'sdate,How were theirfirst impressionsdifferent f r o m t h e i rf i n a lo n e s ? . S t u d e n t sm a t c ht h e e x p r e s s i o nwsi t h t h e h e a d i n g s . r G o t h r o u g ht h e a n s w e r s . r Playthe recording.Studentsrepeatthe sentences and markthe stresses;then go throughthe answers.

C o t h r o u g ht h e e x a m p l es o s t u d e n t sg e t t h e i d e a . . R e m i n dt h e m t h a t t h e r e w r t t e ns e n t e n c em i g h tb e q u i t ed i f f e r e nftr o m t h e o r i g i n a, a l t h o u g h the m e a n i n gw i l l b e t h e s a m e . Studentswrite sentencesand checkwith a partner. o G o t h r o u g ht h e a n s w , e r s 1 S h e m a k e sm e i a u g ha l lt h e t i m e . / S - h e ' i $ r a l w a y s

G e tt a l k i n g ... 8

Brainstorm s o m ef a m o u sn a m e sa n d w r i t et h e m o n tho hn:rd Trvto dot an even mix of men and women. r In neirqstrrdentcdescribethe characters and match threecouples.Theycanguessdetailsthey don't know. . Get studentsto tell the rest of the classwho they havematched,and why.

. . . a n dw r i t i n g 9


Studentswrite a text aboutanothercouple.This can b e a m o r ep e r s o n acl h o i c ef,o r e x a m p l et,h e i rp a r e n t s .

29

V o c a b u l a rWeather y idioms used forpersonality G r a m m aExpressions r of probability L a n g u a gt oeg o Talking about howlikeiy things aret0 happen

Positiveth inking

. Go:-'l-l-

Language notes o Will is the usualway of referringto the futurewith expressions of possibility. ' (Un)likelY (unlikepossrbleand probable)can be used w i t h p e r s o n aal s w e l l a s i m p e r s o n aslu b j e c t se, . g . You are quite likely to get run over by a bus (personarl; It's unlikely that computers will change our way of life m u c h( i m p e r s o n a l ) . . Chilledout is a very informalexpression

+h -,

nl-.ll: Pi .u r -

Checkstudentsunderstandthe weatherwords in the list (e g. dull,chill,breezy)by askingwhich words makethem think of clouds(dul/)and wind (breezy) r Ask studentsif they can describetoday'sor yesterday'sweatherusingthe words in the list. o A s k s t u d e n t si f t h e v t h i n kt h e o h r a s e si n t h e l i s ta i e positiveor negativewhen appliedto someone's character(positive:warm, chilledout, bright and breezy,negative:dull, cold, makes heavy weather, hot-temperedl. r S t u d e n t sm a t c ht h e e x p r e s s i o nwsi t h t h e d e f i n i t i o n s a n d c h e c kw i t h t h e i rp a r t n e r . . G o t h r o u g ht h e a n s w e r s . r Ask studentswhich exoressionthev like best, t hot-tempered 2 warm 3 cold 4 brightand breezv 5 ratherdull 6 makesheavyweatherof something

2

t e l s t u d e n t st o t h i n ko f a r v o r dt o d e s c r i b er n e p e o o l e in the pictures(oprim,sland pess;rn;sl) . P r o m p td e f i n i t i o nfsr o m s i - C e . r : so ' ; s a 1-,g 4 , i optimist/A pessimtstis someone ,',.1c:. .
-

:-:-

Y o r a - =' a '

a- - , - : : l : - a - , . , : -, . , , i . : , Y o ue x p e c it t

".:-.

::rcabiywon't

-:-: : ='r' \ ir i : ' z ' : a - , ^ z - t , , C : t ' 1. ,, 1Y O ua f e -1.:-'. -:::.-j. ... .i -:9.et1at ' , ' , , '-l a - . , = ' : : t , = ' c - w o n ' t . ''--. \,crcertainlywon't.,. . definitely .--...,

V o c a b u l a ar yn ds p e a k i n g 1

. ' e a n s w e r sW r i t et h e mo n t h e b o a r d

U n C : ' . - : . : : - O C T l a t eS t f U C t U f e s . '.. . . , . . 1r ' r ' . is/are - :^-::? - to . .1 \ 3 - a T eq u i t e l i k e l yt o I t ' sb o : - : : : . , . . , ' y o ua r e ' sure i3 . : : . . : , . , : o . . . , a r e c e r t a i n ' t o .i . :.' I "':'; i s + a c - : : -. = - i t a i . . t y i l l : I t ' s c r ' : = : : : s : : . ^ . : : , r v i l l , l t ' s i n e v i t a b t e ' t h a t' ' you'ii :- ,'- ": _-ai will . , lt's doubtful ,

6

S . , - : = - : . : a : e g o r i s et h e e x t r a e x p r e s s i o n s . S = : < e Ya b o v e .

'' :r. , . ."

Pi'actice 7

T e l ls t u d e n t st o s u b s t i t u t e t h e p h r a s e sw i t h d i f f e r e n t s t r - u c t u r ewsh i c h h a v es i m i l a rm e a n i n g sG. o t h r o u g h t h e e x a m p l ew i t h i h e m o S t u d e n t sc o m p l e t et h e a c t i v i t ya n d c h e c kw i t h t h e i rp a r t n e r , , : a s e n t e n c ea b o u t . E a r l yf r ns n e ' s a a - , . 1 t, e t h e m s el e s - s - j . ^ o i n e r s t r u c t u r ef r o m E x e r c i s e 6. t S:= ': - -' -- =--.= ::

8a 8b

: ^ e m t o m a r kt h e s t r e s s e s . r G o : h r o i - r g: ^l : a - 3 , ' , : - s . P i a yt h e r e c c ' l ^ g : : = - : a u s i n ga f t e re a c h s e n t e n c fec . s - - : : ^ : - . l - : o e a tc h o r a l layn d individually.

R e a d i nagn ds p e a k i n g 3

4

S t u d e n t sd o t h e q u e s t i o n n a i raen d c h e c kw i t h t h e i rp a r t n e r . You may needto clarifyvocabulary as students read.Walk roundthe classas they work, offering to help. tett studentsto checkthe key on page85. Do they agreewith the result?And with their partner'sresult? r Ask for words to describesomeonewho is neither pessimisticnor over-optimisticto elicitlogical, level-headed,rational,realistic.Write the woros on the board r Ask studentsif thereare any prosor consaboutbeing pessimistic or optimistic,to elicit,e.g. If you'rea pessimist, you'll never have any unpleasantsurprises.

G e tt a l k i n g 9


tfris featuressome guite comolexstructuresWrite t h e m o n t h e b o a r dw i t h t h e e x a m p l e su n d e r n e a t h . r D r a wa t t e n t i o nt o t h e c h a n g i n gp o s i t i o no f t h e adverbin the fourthstructure,i.e.we would normallysay You'llprobablystav at homebut I probablywon't stay at home o Tellstudentsto find more examplesof each structurein the questionnaire.

> PHOTOCOPIABLE ACTIVITYPAGES88'89

t30

Get studentsto identriyan optimisticpredictionfrom Exercise 7 ( e . g 3 ) a n d a c e s s i m i s t ioc n e ( e g . 2 ) . . D i v i d et h e c l a s si n t og r o u c so f t h r e eo r f o u r . . S t u d e n t sd i s c u s st h e p r - e d i c t i o nW s .a l kr o u n dt h e c l a s sa s t h e y t a l k ,g i v i n gh e l pw h e r e n e e d e d . . G e t a s p o k e s p e r s of n o r e a c hg r o u pt o s a yw h e t h e r t h e g r o u pi s o p t i m i s t i cp, e s s i m i s t iocr r e a l i s t i c . . lf there is time, ask groupsto write some more p r e d i c t i o nasb o u tt h e f u t u r eo f t h e w o r l d . . G r o u p se x c h a n g e t h e i rl i s t so f p r e d i c t i o nasn d d i s c u s st h e m

wilhmoney V o c a b u l a1r y Expressions V o c a b u l a2r y F i n a n c i a l t e r m s about money L a n g u a gt oeg o Talking

Mone yt a l k s

Vocabulary focus 4

Allow plentyof time for this activity. . Studentswork in pairsusingthe recordingscript a n d d i c t i o n a r i ei fst h e y h a v et h e m t o h a n d . o W a l k r o u n dt h e c l a s sg i v i n gh e l pw h e r e n e e d e d r Go throughthe answers.Focusattentionon the pronunciationof mortgage(lmc(:-d3l\.

5

&K$ Say the word money (/m,rni/)and get studentsto identifythe vowel sound(similarto shut). . In pairs,studentssay the words and decidewhich c o l u m nt h e y b e l o n gt o . . P l a yt h e r e c o r d i n fgo r t h e m t o c h e c ka n d a m e n dt h e i r answersif necessary. r Go throughthe answers,gettingstudentsto repeat w o r d sc h o r a l l a y n di n d i v i d u a l l y .

Language notes Y o um a y l i k et o f o c u so n p r e p o s i t i o nwsh i c hf o l l o w highlighted verbs,e.g. spend/wastemoney on, invest money in, inherit/borrow money from. and Studentsoften confuselend l= give temporarily) borrow (= take temPorarilY). . Remindstudentsof the two structurespossiblewith give and lend, i e give money to beggars (object+ fo + indirectobject),lend me five pounds (indlrectobject+ object)

l. I l i.

Way in r Ask studentsif they boughtanythingyesterday. Who spentthe most money?


Rst studentsif they know the expressionsin the dragram. . Tellthem to find a suitableexpressionfor each prcture . Ask them to think with a partnerof examplesto illustratethe remainingexpressions(to earngood money, pocket money, good valuefor money). A 3 to be worth a lot of money B 1 to run out of money C 4 to raisemoney D 5 to be a waste of money

shot: profit,well-off show: loan,bonus,overdrawn s h u t :m o n e y ,i n c o m e

Practice 6

Listening 2

with students Ask if they ffi Readthe instructions h a v ei d e a sa b o u th o w t h e f i n a n c i asl i t u a t i o n os f B r u c e and Vladimirmay havechanged,to elicite.g. They've got richer. . Playthe recording(morethan once if necessary). . Studentschecktheir ideaswith their partner. o G o t h r o r r o ht h e a n s w e r s . . A s k a c o u p l em o r eq u e s t i o n sb a s e do n t h e recording,e.g. Where did Bruce sleep before he wrote hisbook?(onfriends'floors);What has changedfor older Russians?(not very much) v v

! '

' !

v v v '

didn't use to have any money,but :Bliue,O.,Aim.Strong

3

Studentscompletethe texts and checkwith their partner . G o t h r o u g ht h e a n s w e r s . . lf you havetlme, ask studentsto rewritea paragraph f r o m m e m o r ya n dt h e n c h e c kw i t h t h e o r i g i n a l . 1 l o a n ;o v e r d r a w na; f f o r d ; , p a yb;i l l s ;i n c o m e 2 invest;make;profit;well-off;bonus


T h e r ea r e l o t so f i n t e r e s t i nqgu e s t i o n tso d i s c u s sa, n d y e i n t e r e s t e tdo h e a ra r a n g e s t u d e n t sw o u l dp r o b a b l b o f , v i e w s s, o k e e pt h i s a s a c l a s sd i s c u s s i o n . . A s k i n d i v i d u as lt u d e n t sq u e s t i o n sa n dt h e n i n v i t e studentswith differentvlews to speak . lf studentscome from differentcountries,find out how attitudesto moneychange,if at all r E n d u p w i t h t h e q u e s t i o n so n s a v i n ga n d m a k i n g m o n e y ;a s kt h e c l a s st o d e c i d ew h l c ha r et h e b e s t ideas.

Studentsreadthe sentencesand underlinethe correct information. . Playthe recordingagainfor them to check. r Go throughthe answers.Ask studentswhich phrasesthey can remember(e.9.doingall sorts of jobs). . lf you havetime, tell studentsto turn to the scripton page 119 and playthe recordingagainfor students to readand listen


31

verbs andprepositions V o c ab u l a r yDisaster G r a m m a Fr r r t r r r oi n t h o n a c t youweregoing thrngs L a n g u a gt oeg o Talking about t0 d0

U n l u c kfyo r s o m e

G r a m m af ro c u s 4

L a n g u a gneo t e s . The readingtext usesseveralphrasalverbswhich are not featuredin Exercise1, e.g give up Youcouldask studentsto identifvthem o Sometimesphrasalverbshavevery literalmeanings (e.9.knockoverl, bul others(e.9.write off, which refers to the insurancecompanies'practiceof signinga documentwhich saysthat a vehice is so badlydamaged that it is not worth repairing) can'tbe guessed.And some (e.9.falloutl canhaveliteraland non-literal meanings (seeLesson6)!

l !

Way in . Ask if anyonehas had any bad luck recentlyWhat went wrong?Givethem an ideaof the sort of incidentyou m c e n e n n o t s t rr r . ki p s l i f t ?l o c k e dt h e m s e l v e o s u t ?f e i n t oa c a n a l ? . l f y o u h a v ea b a d l u c ks t o r ya b o u ty o u r s e l ft,e l l i t , i : i l s nottoo senous.

I

5

T e l ls t u d e n t st o m a t c ht h e v e r b sa n d t h e m e a n r n g s . G o t h r o u g ht h e a n s w e r sA . s k w h i c hv e r b sa r e n o t usuallyconnectedwith accidents(fillup, cheerupl. . Studentsmav be interestedto learnthal to write (something)off and to break down have the corresponding nounforms a write-offand a breakdown 1 b

2

2 e

3 a

4 c

5 d

6 h

7 g

ff

lfvuu)>dly

^.,-,î-

U^pldlll

tm t tn v pncaur j

\i :o

rn. -, o v Li n v r' vr :y v un

a u

Tellstudentsthey are goingto readsome true stories abouteachsituation . Studentsreadthe texts. o Clarifyany problemswith vocabulary. o Ask studentswho thev think was the unluckiest, an0 wnv.


ltLU

l o c u s a t t e n t i o no n t h e p i c t u r e sa n d a s k s t u d e n t si f they can relateto any of the situations(e.9.havethey ' f a l l e nj u s t ever b e f o r et h e f i n i s h i n gp o s t ' ,l i k et h e racehorse?) . Readthe example.Add a suggestion,e.g maybe he was injuredthe day before his first international match. . I n p a i r s s, t u d e n t sw r i t e a s e n t e n c ef o r e a c h s i t u a t i o nR e m i n dt h e m t o p r a c t i s ed i f f e r e n t s t r u c t u r efsr o m E x e r c i s 4 e. . A s k s o m e p a i r st o r e a do u t t h e i rs e n t e n c e s . F e a do u r : h es - g g e s t e d alswers. r l { ; i i g r c l s : - : a s

Reading

32

OU

\! .1r ; : - h a - ,

e n g i n es i z eo f u p t o 5 0 c c ) . M a k ea s u g g e s t i o an b o u tt h e f i r s ts i t u a t i o n( e g r h e a n i m ab l i t e sy o u a n d y o u e n d u p i n h o s p i t a l a ) ,n d i n v i t ef u r t h e rs u g g e s t i o n s . o I n p a i r s s, t u d e n t sd i s c u s sp o s s i b l ed i s a s t e rfso r e a c h s i t u a t i o nW . a l k r o u n dt h e c l a s sa s t h e y t a l k ,l i s t e n i n g a n d g i v i n gh e l pw h e r e n e e d e d . . Reportsome of the most amusingdisastersto the w h o l ec l a s s .

3

4 a

Suggestions A He was occ;t lo â',,ehis dinnerwhen tfre:,cit',lstolb,l: t h ef i s h ,

8 f

Reado , r a s k a s t u d e n t o r e a d ,t h e f o u r s i t u a t r o n s l{ ^^^^^^^-,

2 a 3 a

D/^^-:^^


t e i t s t i i c e r i s: c c i o s et h e i rb o o k s . . W r i t et r e ' c : ' s e n t e n c e o s n the board. r A s k i . . " ' l r o : -se- o r e c to f e a c hs e n t e n c ei s , t o e l i c i t t h e n a m e s" c ^ : : h e s t o r i e s . Ask sor,ê-c'e o'-restions aboutthe contentof each senience,e Q ,,',-raidoes it referto in She was on the poin: c' ' ^g : up? (the moped). . S h i f t h e a * : - : : ^ : c : h e v e r bf o r m s .S h o w ,o r g e t s t u d e n : s: c : ; , I - i . a t t h e y a l l r e f e rt o a f u t u r e t n t e n i c r- : - : c : s : . S t u d er : s 3 : - : ^ : - = ' : : : ( s , s i u d yt h e e x p l a n a t i o nosf l h e , : - ' s : ' - : : - ' : s a - J a a o o s ei h e c o r r e cot n e s t Cc -^':-j- ,-a e^s,','e:s

D i v i d ep a i r so j s : J c e n t si n t oA s a n d B s . . S t u d e n t sr e a i : r e i n s t r u c t i o nasn d t h i n kh o w t h e y w i l l r e t e l tl h e i rs i o r y . Studentsretell'iheirstoryto their partner,who t a k e sn o t e s , . W a l k r o u n dt h e c l a s sa s s t u d e n t st a l ka n d w r i t e , givingadviceon note-taking where necessary.

. . . a n dw r i t i n g 7

Studentsrewritetheir partner'sstoryfrom notesand c h e c kw l t h t h e o r g i n a l . r Ask studentsto commenton the sort of errorsthey made.Were they errorsof fact or of language (grarnn"rar, spellingetc )? r F o ra n e x a m p l eo f a p i e c eo f n a r r a t i v es,e e W r i t i n g b a n k p a g e1 4 6

of intensity V o c a b u l a rAdverbs y G r a m m a So r / such journeys about L a n g u a gt oeg o Talking

Taxi! notes Language o Use the lessonto clarifvthe conceptof gradableand adjectives.For example,expensivets ungradable gradablebecausesomethingcan be more or less expensive;however classical(as in c/assicalmusic)is t h; e m u s i ci s e i t h e rc l a s s i c aolr i t i s n ' t . ungradable . Note thar quitecan be eitherweak or strongas an dependingon whether it qualifiesa gradable intensifier, adjective.Auib nice \quite+ gradable or ungradable adjeciive)means fairlynice (weak);quite brilliant@uite+ adjective)means totallYbrilliant(strong). ungradable

Way in

. Make a 'strong'remarkaboutyourjourneyto work today, e.g. It took such a long time to get here (or p-erhapsIhe roads were reallyemptfi. Do studentsagree/

4b Studentsdividethe words into two categoriesand checkwith their Partner. o Go throughthe answers. . Can studentsthink of anv otherwords to add to e i t h e rc o l u m n ?

G r a m m afro c u s 5a Studentscompletethe sentencesthen lookat the sci',F: on page119and locatethe examplesof so and such . Go throughthe answers.Make surethat students understandthat the phrasebeginningwith thaf is optlonal.


2

3

Ask for a few opinionson publictransport.ls the servlce good?ls it easyto find a taxi?Are they expensive? . Dlvidestudentsinto smallgroups.lf they come from differentcountries,they couldwork with students from other countriesand comparesituationsin their home towns. . Ask one studentfrom eachgroupto reportback brieflyto the class. Focusattentionon the photosand ask studentsto say where thev were taken.You can choosewhetheror not to tell them if they are rightat this stage r lf studentshavebeento the placesin the photos, ask them to tell you if they usedthe taxis.What do r b o u tt h e m ? thevremembea r DiscussOuestion2 with the class.Which taxi do t h e yf i n d m o s ta p p e a l i n g ?

5b Studentscompletethe rule. . Ask a studentto write the rule on the board' such (a).(+adjecttve)+ noun so + adjective

Practice Studentsdo the exerciseand checkwith their partner. o G o t h r o u g ht h e a n s w e r sr, e m e m b e r i ntgh a t s e v e r a l ln some sentences' words may be appropriate 1 so amazing/wonderful/good 2 q u i t e/ r a t h e r / f a i r luyg l y / b o r i n g 3 r e a l l yr e l a x i n g / s u n n y

1 A Thailand B EgyPt C Venice,ltalY D L o n d o nE , ngland E lndia ptay the recording.Studentsnumberthe photosin 6$# orderand write the name of the countries. o C h e c kt h e i ra n s w e r s . . P l a vt h e r e c o r d i n a gg a i n . . Write the namesof the countrieson the board r Get studentsto rememberwhat speakerssaiCabout eachcountry.Write key adjectiveson the board country,e g Egypt- great underthe appropriate o Ask studentswhich countrythey would rathertake a taxi in now they havelistenedto the descriptions' 4 D I T'

' N ZU

' E Jtr,

ZA +AA

i,,** etaythe recordingand discusshow the speakers ( b ye m p h a s i s i ntgh e i n t e n s i f i e r s ) . showenthusiasm . Studentspractisereadingthe dialoguesin patrs Ask one or two studentsquestionsfrom Exercise6, e g Do you likedoing houseworkTAsk students to give a truthfulanswer. . S t u d e n t sc o n t i n u ea s k i n ga n d a n s w e r i n g the q u e s t i o n si n p a i r s .E n c o u r a gteh e m t o u s e s o i s u c h but don't insiston it where appropriate,

tOrU.

Vocabulary 4a Read,or get a studentto read,the examplesentences. . Ask what the f unctionof totally and quite is, to elicit, the ad,ie'ctivewhich follows. e.g. they e'Il+Dha-sLte . Ast which intensifierstrengthensthe adjectve and which weakensit. Totallymakesthe adjectivestronger; qulte makes

it *"it"r.

ACTIVIW PAGES94_95 > PHOTOCOPIABLE


t e t t s t u d e n t st o t h i n ko f a r e a lo r i m a g i n a rlyo u r n e y . o W a l k r o u n dt h e c l a s sa s s t u d e n t sm a k er o t e s , g i v t n g h e l pw h e r e n e e d e d . . Dividethe classinto groupsof three. . In turn, studentsdescribetheirjourney. . lf there is time, studentswrite a descriptionof the journeyone of their partnersmade.

33

V o c a b u l a rNews, y events anddisasters G r a m m aPassives r L a n g u a gt oeg o Describing imponant events

Majorevents L a n g u a gneo t e s . Weakerstudentsoften substitutethe infinitivefor the past participle when tryingto constructpassivesentences. Be preparedto spendsome time on patterndrills. r Pointout that the passive,far from beingan infrequently usedstructure,is very common in news stories.

Way in o Ask studentsif they havereada newspaperor seen the news today (or last night).What were the main stories?

Vocabulary 1

Studentsmatchthe photoswith the headlines. . C h e c kt h e i ra n s w e r sa n d a s k m o r eo u e s t i o n sa b o u t the photos,e.g Which countrydo you think the photo was taken in? A2

2

B6

C1

D 8

Studentswork in pairson the meaningsof new verbs o G o t h r o u g ht h e a n s w e r s . I devastates 2 breaksout c goes oTT

3

Pr actice 8

t e t t s i l C e r : s : o i " e e dt h e s e n t e n c e a s n df l n d o u t h o w ( o n l yo n e ,S e n t e n c e4 ) . m a n ya f e D a s s i v e . Foc..ts a:lenrionon the example,and ask studentsto look ar its transformation into a passivesentence. E x p r a i no,r g e t a s t u d e n t o e x p l a i nt,h a t t h e p a s s i v e is preferablebecausethe eventwas more important 'someone' t h a nt h e w h o w a s t h e m u r d e r e ar n o becausethe word murderedis more prominentat t h e e n do f t h e s e n t e n c e . . I n p a i r s s, t u d e n t sd i s c u s sp o s s i b l ec h a n g e st o t h e o t h e rs e n t e n c e s .

3 starving 4 drowning

R e p e aw t i t h t h e n o u n s .D r a wa t t e n t i o nt o t n e pronunciationof drought Udrautil 1 drought 2 floods S breakthr;uqh 4 iivit war 5 famine "'


n s t t h e c l a s sw h a t t h e y t h i n r r n r a lsn e m c s i 1 - t : : : a - : event ' d o n ' t o f t h e 2 0 t hc e n t u r yE x c h a n gae i e ! . , c e a s .: - . s p e n dt o o l o n go n t h i s w a r m - u p . . S t u d e n t sd o t h e q u i zi n o a i r s . . Ask a few pairsfor their answers,but don't at .ihis stagetell them if they are right

5

fiSff ftay the recording for them to checktherranswers. . Ask studentswhich of the eventswere positive,to elicit,e.g the end of apartheid.Note the pronunciationof apartheid: le'po:,theitl

1 b

2 b

3 c

4 b

b c


. G o t h r o u g h: r e r r a n s f o r m a t i o n a sg a i n s, h o w i n g s t u d e n t s: n a i r n e p a s s i v ei s o f t e np r e f e r a b l e . . Focusaicenticnon the pronunciatlon. Show students how was, were and havebeen are phonologically reducedlo and/vbrn/as they are ' g r a m m a t ilwazl c a l ' , /rve/ n o t ' c o n t e n tw ' ords. . Studentspractisesayingsome of the sentences.

G e tt a l k i n g 7 Studentsidentifyexamplesof the passivein the script o Checkthe examplesand write them on the board. o Tellstudentsto discussthe featurespresentin eacn examplewith their partner. o Discussthe featureswith students.

34

> PHOTOCOPIABLE ACTIVIry PAGES96.97

1 0 l f s t u d e n t sc o m e f r o m t h e s a m ec o u n t r yb, r a i n s t o r m a few importanteventsin the country'shistory. o l f s t u d e n t sc o m e f r o m d i f f e r e nct o u n t r i e sa, s kt h e m to think of an importantrecentperiod You may preferto focus on recentworld news events. . Dividestudentsinto groups.lf possible,students from the same countryshouldwork together. . Ask a studentfrom eachgroupto reportbackbriefly. . Decidewhich perioddiscussedseems to havebeen the most positive.

personalities V o c a b u l a1r y Street V o c a b u l a2r y Phrases withget andtake L a n g u a gt oeg o Talking about citylife

Streetlife

4b ln pairs,studentstell eachother aboutthe city they readabout,and decidewhich city they prefer. o F i n do u t i f t h e r ei s a c l e a rp r e f e r e n c ien t h e c l a s s . lf so, try to find out why

-anguage notes . Basicverbs like get and take cansometimesbe used (get the subwayis a possiblealternative :nterchangeably Io takethe subwayl.However,it can leadto error(e.9.

Vocabulary focus 5

\A/arr in . A s k a f e w s t u d e n t sw h i c h i s t h e i rf a v o u r i t ep l a c ei n t h e i r home town, and why.

tett studentsthat gef and takeprobablyhavemore dictionaryentriesthan any other words.They can c h e c ki f t h e y d o n ' tb e l i e v ey o u ! r Ask for a few examples;this mightelicitphrasalverbs (likeget up)and idioms(liketake someonefor a ridel Pointout the difference,but don't spendtoo longon this warm-up(andsee Languagenote above). o Studentssearchboth texts for the phrasesand c h e c kw i t h t h e i rp a r t n e r . G o t h r o u g ht h e a n s w e r s .


2

tett studentsaboutyour home town - where you like g o i n gf o r a w a l k a n dt h e p a r t sy o u ' dr a t h e rn o t w a l k i n , e . g .a t n i g h t . . S t u d e n t sd i s c u s st h e q u e s t i o n si n p a i r s Invitestudentsto work out the meaningsof the words (1-5)from the activities(a-e) . G o t h r o u g ht h e a n s w e r s . r G e t s t u d e n t st o d e f i n et h e p e o p l eu s i n gt h e p h r a s e s given, e.g. A busker is someone who makes music. l e

Z a

3 d

4 c

Practice 6

ct r uh

I raKerr ror granteo z get to Know 3 take theirtime 4 get around 5 take advantageof 6 tookme by surprise

Reading 3a Read,or get a studentto read,the introduction o Ask studentsif they think the peoplein Exercise2 c a n b e s e e ni n a l l b i g c i t i e s . r Focusattentionon the photosof Tokyoand London, and invitestudentsto suggestany differencesin s t r e e tl i f e .W h i c ht o w n d o t h e yt h i n ki s c l e a n e r ? p a i r si n t o S t u d e n A 3b OiviOe t a n d S t u d e n tB A s s i g nt h e r e a d i n gt a s k s . r Invitestudentsto use dictionaries if they havethem to hand 4 a F o c u sa t t e n t i o no n t h e t a b l e .E x p l a i n the headings, e.g travellingaroundrefersto the most commonform of publictransport,professionalenteftarners Io the d i f f e r e ntty p e so f p e o p l ew h o a s kf o r m o n e yo n t h e streets. . Tellstudentsto make notes basedon the text theyread.

S t u d e n t sc o m p l e t et h e s e n t e n c e a s n d c h e c kw i t h their partners. r G o t h r o u g ht h e a n s w e r s . o Ask studentsto chooseanotherverb from Exercise 5 and write anothersentencewith it. . G o t h r o u g hs t u d e n t se' x a m p l es e n t e n c e s


Focusattentionon the town or city you are in Ask s t u d e n t sh o w l i f ec o u l db e i m p r o v e dB r a i n s t o r m a few i d e a sa n dw r i t et h e m o n t h e b o a r d e , g, l^,Attar

/ ^h1aâ.

nt,lhlie

t r 2 n c' n a y. rv tt L , t t ' v 'm w a P r ua t t \ e narbg

glg.

. F o c u st h e i d e a so n t h e t h r e er e q u i r e m e n tosf t h e task . D i v i d et h e c l a s si n t og r o u p so f t h r e eo r f o u r . . W a l kr o u n dt h e c l a s sa s s t u d e n t ss p e a k g , i v i n gh e l p w h e r en e e d e d . Ask a spokesperson for eachgroupto reportto the rest of the class r D e c i d eo, r g e t t h e c l a s st o d e c i d e w , h i c hg r o u ph a s the best nronosalg.

. . . a n dw r i t i n g I


S t u d e n t s t a yi n t h e i rg r o u p st o p r o d u c et h e i rp r o p o s a l r Pointout that wrl/is the most suitableway of referring to the proposals. r W a l k r o u n dt h e c l a s sa s s t u d e n t sw r i t e ,h e l p i n g studentsto write accurately. . W a l l - m o u ntth e p r o p o s a lisf p o s s i b l e .

35

andcriminals VocabularyCrimes conditionals andmixed GrammarThird howthings could havebeendifferent to go Describing Language

Ask studentsif they know anythingaboutthe Arkansasshootingreferredto in the article(it took placein Jonesboro,Arkansas,in March 1998;two boys killeda teacherand four students,and injured ten otherswhen they openedfire at their school).

Guncrazy Language notes . Be preparedto spendtime on the conditionalclauseof sentences;studentstypicallyuse a third conditional conditional tense (wouldgo) insteadof a conditional perfect (would have gonel. . Tryto introducethe two usefuladverbials: by mistake (= unintentionally) and on purpose(= intentionally).

1 2 3 She feels good becauseshe was A


2

Approachthe topic by askinga few studentsif they think it is a good ideato keepa gun for self-defence. Whv (not)? o Dividethe classinto groupsof three or four. . Studentsdiscussthe three ouestions.Walk around the classas they talk,givingyour own ideasand helpingwhere needed . S u m m a r i s teh e i d e a sv o u h e a r d . Get studentsto think of as many differentkindsof c r i m i n aal s t h e y c a n . r In pairs,studentspooltheirknowlegeof the terms. if thev havethem to hand. Tellthem to use dictionaries . Go throughthe answers.

6

Invitestudentsto givetheiropinionsaboutEllen's views.Tellthem to give reasonsto supporttheirviews. Findout if the majorityagreeor disagreewith Ellen. . Studentswill appreciateit if you giveyour own views on the subjecttoo.


p l a n sa n d e x e c u t e sa n i l l e g akl i l l i n go f stealsfrom the pocketsor bagsof , in publicplaces f o r a p o l i t i c acl a u s e

an intruder. She thinks the shootingshappened had psychologicalproblems.not ableto use a gun.

tett studentsto closetheir books. . Write the first part of the conditionalsentenceon the board- lf she'd walked throughthe door - and ask studentsto comoleteit. . Studentsopentheir booksto check.Completethe sentenceon the board.Tellthem that the structureis 'third 'type knownas a conditional' or 3 conditional'. o Pointout the two possibilities for word order.The if clausecan come beforeor afterthe main clause. . Readand discussthe questionswith students.Make actionsor sure they realisethat the hypothetical situationsboth referto the past. 1 N o . 2 S h ed i d n ' t 3 Would have is are possibililies; no1',csl

8

Studentsreadthe sentenceand choosethe correct answers. 1 past 2 present 3 mixed

Practice 9

Studentscompletethe sentencesand checkwith their partners. r G o t h r o u g ht h e a n s w e r s .

G e tt a l k i n g S p e a k i nagn dr e a d i n g Tellstudentsthey are goingto readan articleabouta youngAmericanwoman. Givethem the word rifle. . In pairs,studentsanswerthe questions. r Ask one or two pairsto tell the rest of the class their ideas. Studentsreadthe articleand ask and answer questionswith their partner. e Go throughthe answers. o Dealwith any questionsaboutvocabulary. . Ask one or two more questionsabout Ellen,e.g. What does she usuallyuse guns forT (hunting), Where does she keep her rifle? (in the bedroom).

t 3 6

> PHOTOCOPIABLE ACTIVITYPAGES1OO_101

10 Rsk three studentsto readthe summariesaloud. . Tellstudentsthe storiesare all true.Ask what thev h a v ei n c o m m o n( e . 9 .t h e y a l l i n v o l v ec r i m e s ) . . Tellthem that in eachcasethingscouldhavebeen differentand havethem discussalternative outcomesto the three situations.Walk roundthe classas they talk, givinghelpwhere needed, especiallywith the structurecould have + past oarticiole. o Get studentsto reportsome of the more interesting ideasto the rest of the class.

problems V o c a b u l a rPhrases y fordescribing FunctionsComplaining andgetting results L a n g u a gt oeg o Coping withdifficult situations

Dif fic ul t s i t u a t i o ns


Language notes

. Studentsoften make'register'errors,by beingtoo formal or, more often, too informal.By forgettingto attract someone'sattentionwith Excuseme, or simplyforgetting to say p/easeat the end of a request,they can unwittingly createa negativeimpression on the listener.Discussthe needto be politein English,which,althoughin many 'informal' ways is an language, nonetheless offersdozens of ways in which to show respectto others.

Ii:.ii:il;itliX::i:latlxti: Pointout that somephrasesare moreformalthanothers . Studentsmay havedifficultyidentifyingthe formal language.Beforethey start,remindthem that formal phraseswill often be longer,more hypothetical (/ was wondering... ) or tentative(Couldyou possibly... ). . Studentsdo the activityand checkwith their partner . G o t h r o u g ht h e a n s w e r s . . )


Write the beginningof two examplesentenceson the board,e.g. Theshirt ... , The fV... Inviteways of completingthem, to elicit,e.g. Theshirt is torn, The W needs repairing. . In pairs,studentsmake more sentences. . Go throughthe answers. . lf you think it may be useful,give more practicewlth need + gerund.Get eachstudentin the classto repeatsomethingaboutthe pictureusingneed.

7 2

Readthe questions,and ask studentsif anyonenas ever done any of these things. . Studentsmav need a littletime to think:don't be a f r a i do f s i l e n c e ! . Listento one or two anecdotes.Get studentsto tell you why they did what they did. . lf possible,tell a short personalanecdoteaboutone of the ouestions. . Dividethe classinto groupsof three or four. . Studentscontinuethe discussion. Walk roundthe classas they talk,givinghelpwhere needed. o Get feedbackon one of the situations,e.g. How many studentswould be preparedto breakschool rules?Whv (not)?

Listening 3

Studentsstudythe phrasesin the boxes,most of which come from the listeningand are usedwhen dealingwith difficultsituations, and identifythe functions. o Go throughthe answers.

ffi Tellstudentsthey are goingto hearexamplesof eachsituation. r Playthe recordingfor studentsto identifyand numberthem in order. . Go throughthe answers. r Ask studentsto identifvthe exactproblems,to elicit, for example,a man is sendingback the wine because it doesn't taste good. to work ng to jump the queue Playthe first three dialoguesagainfor studentsto comoletethem. r Go throughthe answers. o Playthe recordingfor studentsto makea finalcheck.


8

ffi Playthe recordingfor studentsto listento the Intonailon. o Get studentsto practisesayingphrasesindividually a n dc h o r a l l v . ln pairs,studentspractisethe dialogues.-

Practice 9

tett studentsto decidewhetherthe situationsare formal,informalor neutralbeforethey write the dialogues. r Tellstudentsthat the two dialoguesthey choose shoulduse differentregisters{= levelsof formalitv4. . Walk roundthe classas studentswrite, givinghelp w h e r en e e d e d . . ' l f t i m e i s s h o r t ,t h e y c a n l e a r nj u s t o n e d i a l o g u e . Sample dialogue (situation1) A: I'm terriblysorry to interrupt. a word? lt's about the saiesfig B : Would you mind waiting a I\: B: A

G e tt a l k i n g 10 Studentsreadtheirdialoguesin pairs.Walk roundthe classas studentspractise,encouraging good intonation. . Get one or two good pairsto readout their dialogues to the rest of the class. o lf there'senoughspace,invitestudentsto practise a c t i n go u t t h e d i a l o g u e s . . Choosedifferentpairsto act out their chosen dialoguefor the rest. . Startthe applauseafter good (or all)performances. o Get a memberof the audienceto identifvthe s i t u a t i o ni ,. e .w h o w a s t a l k i n gt o w h o m , a n dt h e f u n c t i o n( e , 9 .a f o r m a lc o m p l a i n t ) .

37

forannoying habrts V o c a b u l a rExpressions y continuous andpresent G r a m m a Present r simple fordescribing change L a n g u a gt oeg o T a l k i nagb o ucth a n g isnigt u a t i o n s

U n d e rp r e s s u r e

S t u d e n : sr c c
6

L a n g u a gneo t e s . Studentsoften havedifficultywith it as an impersonal subject This lessonoffers many examples(lt drivesme crazy when, lt's a relief that, lt's a shame thatl

7

Way in . B e g i nb y t e l l i n gs t u d e n t sa b o u ts o m e t h i n gt h a t g e t s o n your nerves (e g. /t gets on my nerves when I can't find a parkingplacel,

1 are beg,rnng to understand= are catchingohlaie::]:r::,:r slo'.., Lyccmlngio realise 2 3 r 9 p E 1 - 5 ' . , 'o1:9f f e r e n t l=y a r e c h a n g i n g / a rneo t i3, 3,,,yinq . the trend


2

Readthroughthe expressions with studentsand chec< t h e l ru n d e r s t a n d i n g . . Ask them to classifythe expressions accordingto t h e q u e s t i o n st ,h e n c h e c kt h e i ra n s w e r s

rNeutr:al:r dll the others : " ' Focusattentionon the photo,and ask students whetherthey find trafficjams stressfuland why . S t u d e n t st a l ki n p a i r s T . e l lt h e m t o t h i n ko f r e l a x i n g as well as stressfulsituations . G e t f e e d b a c kF. i n do u t i f s t u d e n t ss h a r es i m i l a r feelings

Practice Allow studentstime to completethe texts, then go t h r o u g ht h e a n s w e r s . l f y o u h a v et i m e ,a s k s t u d e n t sw h a t t h e y t h i n ko f t h e super-cold therapy How long do they think they c o u l ds t a yi n t h e c o l dr o o m ?

8

1 i n c r e a s i n gpl yo p u l a r 2 Mor:e'andmore;are realislh'$;,|hdieq5b1rare not .: c a t c h i n go n ; c o n t i n u e 3 o r g a n i s ea; r e t a k i n gp a r t ;s t a r t i n gt o c o m e d o w n ;a r e not following the trend .""r,r':,:':r,',.:,r::.:. Gat telkinn 9

Reading 3

S t u d e n t sr e a or h e a r t i c l eq d ' c k t ya n o c h c o s ei : e best title. . A s k s t u d e n t sw h i c ht i t l et h e y h a v ec h o s e n , ilI|e I

4

tett studentsto readthe statementsin pairs,make t h e i rd e c i s i o n a s n d c h e c kw i t h t h e t e x t o G o t h r o u g ht h e a n s w e r sA . s k s t u d e n t st o g i v e evidencefrom the text for the statementswhlch a r et r u e . . A s k a f e w s t u d e n t sw h a t t h e yt h i n ka b o u tl a u g h i n g b e f o r ea n i m p o r t a nm t e e t i n gD . o t h e y t h i n ki t w o u l d be a good ideato laughbeforean exam,too?


38

Rst aboutthe main use of the presentcontinuous(to t a l ka b o u tw h a t i s h a p p e n i n n go w ) . o Tellstudentsthat it is also usedto talR"about new, changing o r d e v e l o p i nsgi t u a t i o n sR. e a dt h e exampleswith students.Explainany new vocabulary (e g. catchingon = becomingpopular). . Studentsanswerthe questions Pointout that some phrasescan oe usedfor both categories.


,

F o c u sa i . e n i i o no n t h e d i a g r a ma n d m a k ea f e w s r a ' i e r e n i sb a s e do n y o u ro w n e x p e r i e n c ee, g . ,'a'sport is becomingmore stressfulbecausethere is -are traffic on the roads. I S t u d e n t sc o n t i n u ei n g r o u p s W . a l kr o u n dt h e c l a s s a s t h e ys p e a kg , i v i n gh e l pw h e r e n e e d e d . A s k o n e p e r s o nf r o m e a c hg r o u pt o s u m m a r i s et h e d i s c u s s i o nbsy s a y i n gw h e t h e rt h e i rg r o u pt h i n k sl i f e i s b e c o m l n gm o r . eo r l e s ss t r e s s f u l . . l f y o u h a v et i m e ,o r g a n i s e a c o m p e t i t i o nI .n p a i r s , studentsthink of an anti-stress activltyto be done b e f o r eo r a f t e rw o r k ( o rt h e E n g l i s hc l a s s ) . . O n e s t u d e n tf r o m e a c hp a i ro u t l i n e st h e a c t i v i t y . T h e c l a s sd e c i d e sw h i c h i s t h e b e s t .

to describe V o c a b u l a rPhrases y houses L a n g u a tgoeg o Talking about homes

At home

Practice 5

L a n g u a gneo t e s o H o u s e a n dh o m ea r e u s e dl n t h i s l e s s o na s n e a r s y n o n y m sb, u t b e s u r et h a t s t u d e n t su n d e r s t a ntdh e d i f f e r e n c ea: h o u s ei s a b u i l d i n ga, h o m e i s s o m e w h e r e you feel you belong,hencethe phraseto feel at home. The word homehasa much warmer,emotivefeel to it.

Way in . Ask a few studentsto say what kind of houseor flat t h e y l i v ei n . A s k o n e o r t w o s i m p l eq u e s t i o n se, . g . / s i t big? Has it got a garden?How long have you lived there?


2

3

-

6

R s t s t u d e n t sw h a t t h e v l i k eb e s ta b o u tt h e h o u s e s t h e y l i v ei n . W r i t es o m e o f t h e w o r d sa n d e x p r e s s i o r - s on the board. . Tellstudentsto readthe text and choosethe best alternatrves. . G o t h r o u g ht h e a n s w e r s . 'l overlooks 2 on the secondfloor 3 classical 4 s e c o n dh a n d 5 n o t f a r f r o m 6 m i n i m a l i s t / rnilmale u cnilry Y centratneattng StudentsdiscussLucy'sflat in pairs. . Ask a few studentsif they would liketo live in Lucy'sflat Why (not)? . G i v ey o u ro w n o p i n i o n .

G e tt a l k i n g

s ith students. R e a dt h e q u e s t i o n w . S t u d e n t sd i s c u s si n p a l r s . A s k a f e w s t u d e n t st o g i v et h e i ri d e a s .D o n ' ts p e n d l o n go n t h e f i r s tq u e s t i o na, n d d o n ' ta t t h i s p o i n tt e l l studentsif they are right. ilSX Playthe recordingfor studentsto listenand make notes o P l a yt h e r e c o r d i n a gg a i n . Studentscheckwith their partner. o G o t h r o u g ht h e a n s w e r s . o A s k s t u d e n t sw h a t e l s et h e y r e m e m b e a r b o u tt h e two houses . Ask a few studentswhich housethey would prefer t o l i v ei n . W h y ?

7

F i n do u t i f a n y s t u d e n th a sd o n ea h o u s ee x c n a n g e lf so, get them to describethe experiencebriefly. o Ask studentswhere they would liketo go on a n o u s ee x c n a n g e . o T e l lt h e m t o d e s c r i b et h e i rh o u s ef o r a p o s s i b l e e x c h a n g el .t c a n b e t h e i ro w n h o m e o r a n i m a g i n a r y nouse. . Allow studentstime to write notesabouttheir house. . Dividethe classinto groupsof five or six o I n g r o u p s s, t u d e n t sa s k a n d a n s w e rq u e s t i o n s a b o u tt h e h o u s e s . W a l kr o u n dt h e c l a s s g , i v i n gh e l pw h e r e n e e d e d a n d e n c o u r a g i nsgt u d e n t st o e x c h a n g eh o m e sf o r a holiday. . G e t a s p o k e s p e r s of n o r e a c hg r o u pt o s a yw h i c h nousearousedmost rnterest . If you havetime, studentscan write a descriptionof t h e i rh o u s ef r o m n o t e s C o l l e ct h e d e s c r i p t i o ni sn a f o l d e ra , n d l e a v ei t f o r s t u d e n t st o c o n s u l ti n t h e i r f r e e t i m e . E n c o u r a gteh e m t o a r r a n g eh o u s e e x c h a n q ew s i t h o t h e rs t u d e n t s ,

Vocabulary focus 4

In pairs,studentsmatchthe words with the caieqor== . G o t h r o u g ht h e a n s w e r s . 1 b 2 c 3 k 1 0 J 1 1a

4 d

5 e

6 g


7 f

8 h

9 i

39

V o c abularUyS / U KE n g l i s h Tobe/get usedto Gr am m ar a personal change of environment Lang,uage to go Describing

A n e wb e g i n n i n g

o Playthe recordingfor studentsto listenand identify the topics

Language notes

diff erences in voca[gfd.tv;:AtffiliqQ$j0ifi$lKi$aVeii:::i;*i traditions,cost of living

. Studentsoften confuseused to for past habitsand be/get used to (doing)somethingbecauseof the similarityof structureand meaning(it doesn'thelpthat they are pronouncedthe same:/Justuh.lt might help if you pointout that be used fo is normallyused in the negative(e.9. I'm not used to getting up so earh), forms whereasthe negativeand especiallyinterrogative of used fo for oast habitsare rare. . For used to in the senseof past habits,it can helpstudents 'd's; if they rememberthatthey shouldn'thavetoo many 'd's in becausedidn't use to and Did (vou)use fo ...7 have the word did, thev don't havethem at the end of use.

4 b S t u d e n t sc h e c kt h e i ra n s w e r si n p a i r s . . Go throughthe answers.Ask what detailsstudents rememberaboutthe differenttopics.lf necessary, promptthem by askingfocusedquestions,e.g. Which variety of English did he learn at school? o Playthe recordingagainfor studentsto check.

G r a m m afro c u s S : - : , , : ; e e x a m p l es e n t e n c e w s i t h s t u d e n t sa n d a s k r . - : - - - l : i . 3 i a r rl h e m e a n i n go f e a c h .E n c o u r a gteh e m --:,','-.a::'.:-'3sese , g O n c eI t o o k t h e t r a m ; ''":.- -; --t- s new ta me; lt didn't takeme long to

Way in

a-a-

e Ask studentshow they thinkAmericanEnglishis differentfrom BritishEnglish.Get them to identifytypes of differences,e.g. pronunciation,spelling, vocabulary. Canthey think of examplesof eachtype? . Reassurestudentsthat in spiteof the differences,the B r i t i s ha n dA m e r i c a n su s u a l l ym a n a g et o u n d e r s t a n d eachother. . Ask a few studentswhich varietythey think is most usefulto learn,and why; but don't spendtoo longon this warm-up.

1 t h e i n f i n i t i v e 2 t h e - i n g f o r mo r a n o u n J Tne-/ngTormor a noun Remindstudentsthat all three sentencesare examples of usedlo as a mainverb in the oastsimpletense The negativeform is drdn'tuse fo and the questionis Did you use ta .., Z Seethe secondLanguagenote above. . Relnforcethe fact that use to and used to are p r o n o u n c etdh e s a m e( s e et h e f i r s t L a n g u a g en o t e above). 'd' Used to dropsthe rn

tett studentsto look at the photosand say what they havein common (e.9.they are urbanscenes)Ask where they thinkthe photoswere taken. . In pairs,studentsreadthe words and identifythem in the photos. o Go throughthe answers. Studentsmatchthe Britishand Americanworqs. r G o t h r o u g ht h e a n s w e r s . . Ask studentswhich words thev prefer:the American o n e so r t h e B r i t i s ho n e s . 1e

2S 3 d

4 f

5 h

6 a

7 c

--l)

S : - r e r r s s t u o ya n d c o m p l e t et h e r u l e s . G o t h r o u g ht h e a n s w e r s .

1,2,4,5 2

=

. ^: : - :-^ .- :-, J - : ^ e a n s w e r sA n s w e ra n y q u e s t i o n s( a n d = : : L a n g u a g en o t e sa b o v e ) , ',c 2c 3a

Vocabulary 1

-

. S : - : : - - s s : - 3 ' ri t e f u n c t i o n sa. n d m a t c ht h e m w i t h

Practice 8

8b

Studentscompletethe sentencesand checkwith their partner. r Go throughthe answers.

2 isused to/hatffi$$af16lit|ti|:lii1t ,,i,,wes,,ute.a,,to get

3a Studentsmatchthe words with their definitionsand checkwith their partner. o Go throuohthe answers.

to 4 will Gdd,lmg :ggie'ttihSllSeO ;$:{(iilmQa.1to 6 didn't useto rir:::;iilia:iiiiil...

. .. ...

G e tt a l k i n g 3b Invitestudentsto tell you the equivalents. r Suggeststudentsmark new vocabularyUK or US if they think it belongsto only one variety.Tellthem that a good dictionarywill give this information. . lf Vou havetime, and studentsare interested, brainstormsome more UK or US words. t holiday. 2.autumn 3 trousers 4 bill 5 biscuit 6 sweets

Listening 4a W Tellstudentsthey are goingto listento a man who has movedfrom Polandto the USA.Ask what he might find differentaboutlife in the USA.Discussa few suggestions,but don't spendtoo longon this activitv.

t 4 0

> PHOTOCOPIABLE ACTIVIry PAGES108-109

9

tett studentsto readthe instructions, think abouta situation(e.9.a new school,a new job, a new country) and say which structurethey are goingto practise (be/get used to (doing)somethingl. . Saysomethingaboutyourjob as a teacherin the schoolwhere you are now. What did you haveto get usedto? ls thereanythingyou stillhaven'tgot usedto? . Studentschoosethe situationsthey want to talk a b o u ta n d m a k en o t e s . o In pairs,studentstalk aboutthe situations. . Tellstudentsto talk from memory(nottheir notes), as their partnerlistensand writes. . Walk roundthe classas studentstalk, givinghelp where needed. . Reportany interestingor amusingfacts to the rest of the class.

G r a m m aRelative r clauses L a n g u a gt oeg o Describing anddefining things

A n i m am l agic

5

l:.No 0gliggFfffinn

Language notes . Studentsfrequentlymake mistakeswith relative pronounswhich and that,sincethey are sometimes,but not always,interchangeable. Explainthat the pronoun subjectof a non-defining clauseshouldalwaysbe which.

Practice 6

Way in o Ask studentswhat their favouriteanimalsare,and why. Write the words for the animalson the board. o Discusswhich animalsstudentsthink are the most intelligent, and why.

nst if anyonecan namethe animalsin the photos. o Ask studentsto say what they know aboutthem (e.9.a rattlesnakeis very dangerousl. r Studentsdiscussthe questionsin pairs. . Findout what most studentsthink,but do not at this pointtell them if they are right. Tellstudentsto readthe text and find the answersto the questionsin Exercise1. . Allow plentyof time for this activityand invite studentsto use dlctionaries if they havethem to hand . Checkthe answers. o Ask studentswhat they found most interestingin

3

Tellstudentsto answerthe questionsif possiblefrom memory,not by readingthe relevantpassagefrom the text. . Earlyfinisherscan ask their partneranotherquestion basedon the text.

7

Grammar focus Ask studentsto studythe explanation of definingand non-defining relativeclauses. o Checkunderstanding by askingthem which clause can be removedwithout changingthe meaningof the sentence(the nondefiningclause). r Studentsfind the other clausesin the text and check with their partner. . Go throughthe answers.

m Playthe recording. r Playthe recordingagain,pausingafter each sentencefor studentsto repeat,chorallyand individually. r Ask studentsto choosea sentenceand memoriseit. . Studentspractisesayingthe sentenceto their oanner.

G e tt a l k i n ga n dw r i t i n g 8

4

Readthe instructionsand go throughthe exampres with students.Write them on the board.Make sure they noticethe changeof indefiniteto definitearticle in the exampleof a definingrelativeclause. . Studentscompletethe exerciseand checkwith their partner. r Walk roundthe classgivinghelpwhere needed. r Go throughthe answers. 1 The tiger,which member of the 2 Camels,which ar6,, can drink113 litreS 3 The ostrich,which iS cannot fly. 4 Bee hummingbirds, come from the 5 Electriceels,which kill

S p e a k i nagn dr e a d i n g 1

tett studentsto comoletethe rules. . Checkwhat thev havewritten.

Oividethe classinto groupsof three. r DesignateeachgroupA or B. r Groupswork togetherto write definitions.GroupAs write the Acrossclues and Group Bs writethe Down clues.Walk roundthe classas they talk and write, makingsuggestionsand givinghelpwhere needed. . Studentsthen work in pairs (A+B)to completethe crosswordsby askingeachother questions. . lf you think studentswill enjoyit, organisethe activityas a competition:the first pairto complete the crosswordssuccessfully are the winners. r Go throughthe answers.

find disaster smallchangesin in the sea;electro;,a swimmerwho is 6-fwarmth;


41

to describe mood V o c a b u l a rExpressions y done G r a m m aTo r have/getsomethrng youhavedone things about foryou L a n g u a gt oeg o Talking

Treatyourself

5

Language notes . The gerundis frequentlyusedas the subjectof a sentence in phrasessuch as Spendingtime with my dog .. , Listeningto music ... r Althoughget somethingdone and have somethingdone a r e u s u a l l yi n t e r c h a n g e a bgl ee,t s e e m st o b e m o r e d y n a m i ci,m p l y i n gv o l i t i o no n t h e p a r to f t h e s p e a k e r . Havesomethingdone is probablythe more common S T T U C ITUE .

. The lessontitle may need explaining.lf you treatyourself to something,you buy somethingnice (e.9.a cakeor a n e w p a i ro f s h o e s )t h a t y o u w o u l d n ' tn o r m a l l yb u y .


Way in

. Ask if anyoneis in a good mood. lf anyonesays'yes', a s Kw n y . lf you are in a good mood,tell studentswhy.

2

Turnto some studentswho did not sav they were in a good mood. Ask What can you do to put yourselfin a good mood?Get three or four suggestions. o Ask studentsto describewhat peoplein the photos a r ed o r n g . . Ask a few studentswhich of the activities(if any) would put them in a good mood.Why? S t u d e n t sm a t c ht h e e x p r e s s i o nwsi t h t h e m e a n i n g s a n d c h e c kw i t h t h e i rp a r t n e r s , o G o t h r o u g ht h e a n s w e r s . r Focusattentionon the adverbialparticlesup (io indicatean improvedmood)and down (to indicate relaxation).

6d 5t ,,,1,,;c;:,',,,,,2,,,,b,,1,.,,,t,,ar'."',,..'4ls f s i n gs o m e o f t h e 3 S a ys o m e t h i n ga b o u ty o u r s e l u expressionsin Exercise2, e.g. I find listeningto music calms me down. Ask students if they agreewith you . I n p a i r s s, t u d e n t st a l ka b o u tt h e m s e l v e a s n dp r a c t i s e tne expressrons.


tett studentsto readaboutdifferentpeople'sstrategies for gettinginto a good mood. r Ask studentsto identifythe three peoplein the photos o Encourage studentsto guessthe meaningof unknown words, e.g. splashout = spendlots of money ,'Al.M:;1ii,a.:'...''.1tBt'.. werner .iil'.l.,''1lc

42


W r i t et h e e x a m p l es e n t e n c e so n t h e b o a r da n df o c u s attentron on them. o A s k a s t u d e n t o r e a dO u e s t i o n1 , a n d g e t a n o t h e r s t u d e n t o a n s w e ri t . . Reoeatthe orocedurefor Ouestion2 . Explain t h a t w e u s e t h e s es t r u c t u r e w s hen it is not l m p o r t a ntto s a yw h o i s d o i n gt h e a c t i v i t yl f get studentsto reflect on tl re difference necessary, between l'm getting my house redecoratedand I'm getting my husbandto redecoratethe house 1 b 2 b


Rst
Practice 7

Studentsreadand correctthe sentences . G o t h r o u q ht h e a n s w e r s . 1 l'rl râvethe enginerepa+repairedtomorrow. 2 I had my hair cuteuffit-yesterday. 3 i ' m h a v i n gm y b o o k + o b e p u b l i s h efde x t y e a r ' , , , , ,, A | -ookmnp+eture had my picture taken by a famous photograpner. 5 We need to have{ixthe-heaterthe heater fixed. 6 We @rhed:,ourr:,ldtdh,en,,,',. redecoratedlastweek.


Reado , r a s k a s t u d e n t o r e a d ,t h e e x a m p l e s . . T h i n ko f o n e o r t w o m o r e e x a m p l e sw h i c h m i g h tb e for your class,and write them on the appropriate board. . Tellstudentsthey haveto find peoplewho fit the d e s c r i p t i oinn t h e e x a m p l e s . . W h e n t h e y h a v ef o u n ds o m e o n et,h e y s h o u l da s k f o r m o r ed e t a i l se, . g . W h e n. . . ? W h y . . . ? . Studentscirculatein the room, speakingto other students. . Move aroundthe classwith students,askingand s ith them a n s w e r i n gq u e s t i o n w

....:'..':::l.,.':.:'','1.'1'.1rt:1:,.tr,.1,.,.,;

V o ca b u lar 1 yAgesandstages verbs2 V o ca b u lar 2 yPhrasal go Language to Talking aboutgrowing up

Growi n gu p notes i Language

r This lessonfeaturesfour differenttypes of phrasalv e r p s . Studentsmay find it usefulto categorisethem grammatically, i.e.: verb + adverb(intransitive): end up verb + adverb(transitive):make up, tell off verb + preposition(transitive):pick on, look after get away with, verb + adverb+ preposition(transitive): I put up with, look forward to, look up to

5 Allow time for studentsto readthe ideasand transfer 6

what they can to the table. Playthe recordingagainfor them to completethe table. . Studentscheckwith their oartner. r Go throughthe answers.


Readthe list of words for studentsand explainthat a toddleris a childwho is just beginningto walk. . Studentsdecideapproximate age rangesfor each stageand checkwith their partner. . Discusstheir suggestions.

S p e a k e 2r Which ideas do they talk at

Vocabulary focus Tellstudentsto lookat the cartoon.Althoughthe idea is for them to follow the gist of it, ratherthan understandeveryword, you may liketo helpthem with some of the more difficultvocabulary, such as Yikes!(= an exclamation expressingsurprise/dread, pronounced/jaiks/). . Studentsdiscussthe questionsin pairs.Allow plenty of time for this activity. . Walk roundthe classas studentsspeak,givinghelp where needed. r Discussthe answersto ouestionswith students. Ask them if they think peopleeverywherefeel the same way as the characterin the cartoon. funny;likingfoods he never lop musicany more;finding

6uickly;becomingmore

7

Studentsreadthe extractsand write the numberof t h e s p e a k e (r 1 ,2 o r 3 ) . r Go throughthe answers.

8

Studentsmatchthe verbsfrom the previousexercise with their definitions. o Invitestudentsto discusswith a oartner. r 'Go throughthe answers.

1 b 2 a 3 f 4 d b s 6 e . z ! . 8 l l . , :6 : : l t i : : Practice I

Studentscompletethe texts and checkwith therrpanner. o Remindthem to think carefullvaboutthe correcr form of the verb.

Speaking and listening 3

4

Focusattentionon the ohotosandaskstudentsro describethem (e.9.an old man is tellinga little girl a storyl. o Tellstudents the photos show importantstages in the lives of three people:one of the teenage boys in the group,the youngwoman and the littlegirl.Ask why they think they were important.Exchangea few ideaswith studentsbut don't spendtoo long on this warm-uD. f,p Playthe recordingmore than once. . You could keep this as a whole-classactivity.Ask three students to summarisewhy the photos show importantstages in the lives of the three people.

> PHOTOCOPIABLE ACTIVITYPAGES1I4-115

G e tt a l k i n g. . . 10 Givestudentstime to thinkabouttheir own answers before choosingwhat to ask other students. o Dividethe classinto smallgroups. . Studentsdiscussthe questionsin groups. o Get a spokespersonto report back some of the similarexperiences and opinions.

. . . a n dw r i t i n g 11 Studentswrite aboutgrowingup. o Walk roundthe classas they write, checkingthe appropriacyof the verbs. o Foran exampleof a pieceof narrative,see Writing bank page 146.

43

measurements VocabularyWordbuilding: forpastdeduction GrammarModals lifeinthepast about to go Speculating Language

mysteries Monumental

Usingthe otherverbsimpli* knowledgeof something,Whi s i t u a t i o n sl n . i t e m s 1 , 3 a n d4 , a greaterdegree of certainty; meaningin 1 and 3; in 2, the opposite hypothesis.

notes Language . Note that weigh is an anomaly;the other verbs (heighten etc.)referto an increasein dimension.Also,the adjectiveheavyis not used in the same way as other dimensionadjectives(e.9./f's two metres long/wide/deep); the verb weigh is used instead:/t weighs ... .. Weighty and heightentend to be used figuratively (e.g.a weighty matter, to heighten tension\.For literal contexts,other words are used @.9.a heavybox). . A typicalerroris to use canfor presentdeductions. Could(justlike may and might\ is usedfor deductions aboutthe presentas well as the past.

EE ltay the recordingfor studentsto check. . Playthe recordingagain,pausingafter each sentencefor studentsto repeat. . Get studentsto say which words are stressed,and which word is contracted. o Ask studentsto practisesayingthe sentencesagain to their partner. stressedwords = might,must, could,may contractedwords = have Studentsreadand choosethe correctmodals. r Go throughthe answers.


Studentsreadand completethe sentences . Go throughthe answers, . Ask students to say where places are located(Kuala Lumpur is the capital of Malaysia etc.) . Focusattentionon the missingwords.Ask whether thev are adiectivesor nouns.

1 must

7 a Readthe two sentencesand invitestudentsto explain the differencein meaning. r lf a studentgivesa clearexplanation, ask him/her to repeatrt. r an occasron In t the door(it mi +^ ^^ ^.,^^+ LU Ot t YVE|tL

Studentslook at the photosand identifythe places. o Poolstudents'knowledgeof the three places. . Ask which placeattractsthem most, and why. o I n v i t eq u i c kg u e s s e sa b o u td i m e n s i o n s .

Reading 3

Dividethe classinto groupsof three (A, B and C). . Studentsreadtheir text and completethe table. Remindthem to write brief notes. . Studentsexchangeinformationwith the othertwo membersof their grouP. r Encouragestudentsto tell the rest of their group other interestingfacts abouttheir monument. r Go throughthe answers.

h^ ttO

at the door knocking promptstudents'answersby tellingthem 7b lf necessary, they havealreadyseenthe two other modalverbs in their pastform o Go throughthe answers,remindingstudentsthat there is very littledifferencein meaningbetween could, may and might . might/may

Practice I

'

Ask studentswhat thev know aboutthe Mayans (a civilisation which flourishedin what is now Mexico and which reachedits peakbetweenthe fourthand ninthcenturies). . Studentscompletethe sentencesusingappropriate modalverbsand checkwith their partner. r Go throughthe answers.


4a Studentschoosethe correctalternativesand check with their partner. r Go throughthe answers.

4b Ask what functionthe verbs have(theyall make hypothesesaboutthe past)and how choosingthe verb would havechangedthe meaning alternative

t 4 4

ACTIVIry PAGES116-1 17 > PHOTOCOPIABLE

ln pairs,studentschooseor are allocateda topic. . lf possible,providestudentswith encyclopaedias or other backgroundinformationand invitethem to researchtheir topic briefly. . Walk roundthe classas studentsthink and discuss with their partner,makingsurethey haveideas.Ask focusingquestions,e.g. What sort of housesdo you think thev lived in? What food did they eat? . Formgroupsof three (onestudentfor eachtopic). o Walk roundthe classas studentstalk, givinghelp where needed.

V o c a b u l a rPhrases y fordescribing films FunctionExpressing reactions L a n g u a gt oeg o G i v i nygo uor p i n i o n

Filmreviews L a n g u a gneo t e s . This lessonpractisespersonaland immediatereactionsto films,ratherthan a more criticaland objectiveoverview. A s a r e s u l t t, h e s t y l ei s i n f o r m a lc, o l l o q u i aal ,n d m a k e s liberaluse of lntensifiers(really,absolutelyetc.l. the best part,but not that cJassy considering

Way in . Ask a few studentswhen thev lastwent to the cinema. W h a t d i d t h e y s e e ?D i dt h e y l i k ei t ?


2

Make sure studentsunderstandfilm reviews ( = s h o r tr e p o r t so f f i l m si n t h e p r e s s ) . . S t u d e n t sd i s c u s st h e q u e s t i o n si n p a i r s r Ask one or two studentsto reportbackabout their partner. Discussthe meaningof any new words (e.9.location/ setting, soundtrack)with students. . Studentscompletethe reviewand checkwrrn t h e r rp a r t n e r . . G o t h r o u g ht h e a n s w e r s . . Ask if the reviewis positiveor negative(it'spositive; the only negativepoint is the storyline). 1 supportingactors 2 performances 3 location/setting 4 soundtrack 5 storyline 6 specialeffects

3

Startthe discussionwith the whole class t-.rse some of the words in Exercise2, includingsuspense. r Studentscontinuethe discussionin smallgroups. W a l kr o u n dt h e c l a s sa s t h e y s p e a k g , i v i n gh e l p w h e r en e e d e d .


1+(C) 6-(D)

4

ffi Playthe recordingfor studentsto identifythe film. r Ask aboutthe speakers'reactions. r l f a n y s t u d e n t sh a v es e e nt h e f i l m ,a s kw h o s e reactionthey agreewith most: the woman's ( C h a r l o t t e 'osr) t h e m a n ' s( D a n i e l ' s ) . . T i t a n iw c a s m a d ei n ' l 9 9 7 a n d h a i l e da s o n e o f t h e greatestfilms ever.Ask studentsif they agreer^,,;ih t h i s ,o r w h e t h e rt h e y t h i n ki t i s / w a s j u s t ' h y p e d ' (givenexcesspublicityto make peoplethink it's . h a t f i l m sa r e c u r r e n t l b r e a l l yg o o d ) W y e i n gh y p e c i ? 1 lltgnic_ 2 Charlottelsopinionis positive,Danie!'s oprnron rsnegattve. F o c u sa t t e n t i o no n t h e t a b l ea n d a s k i f s t u d e r l sc a r r e m e m b ea r n y o f t h e c o m m e n t st h e s p e a k e r sm a o e . P l a yt h e r e c o r d i n a gg a i nm , o r et h a no n c ei ; necessary. r G o t h r o u g ht h e a n s w e r s E . xplain a n yv o c a b u l a r y (e.9.over the top = excessive)as the need arses, b u t d o n ' ts p e n dt o o l o n go n i t a t t h i s s t a g e ,


- (D) it,!3'8t,f!'J-,S3"?i1;l'', 11

Practice 7

Studentsdo the activityand checkwith their partner. . G o t h r o u g ht h e a n s w e r s . 1 i could hardlybearto watch. 2 lt was worth every penny 3 a realdiSbppo,intment4'breathtaking'i ,r, 5 a b i t o v e rt h e t o p 6 a b s o l u t e lbyr i l l i a n t 7 | c o u l d n ' st t a n d 8 i t w a s n ' tf o r m e

3 The Good,The Bad and The Ugty; Bobocop, Notting Hill; Titanic

Listening

A s k s t u d e n t st o r e m e m b e w r h o s a i dt h e p h r a s e sa n d m a r kt h e m C ( C h a r l o t t eo)r D ( D a n i e l ) . . In pairs,studentsdecidewhetherthe statements are positiveor negative. r G o t h r o u g ht h e a n s w e r s . o Point out that I could hardlvbear to watch couto havea positivemeaning(asin the recordingscript) or a negattve meaning. o Ask studentsto choosea favouritenew phrasefrom the list.


T e l ls t u d e n t st o c h o o s ea f i l m t h e v k n o ww e l l ( i t d o e s n ' th a v et o b e r e c e n t ) . . S i u d e n t sw r i t e n o t e s ,u s i n ge x p r e s s i o nfsr o m Exerclse 6 v v h e r ea p p r o p r i a t e . i r o a ' r s s : u d e n t sa s k a n da n s w e rq u e s t i o n a s bout : r e ; ' : . s a n i m a k en o t e sa b o u tt h e i rp a r t n e r 'fsi l m . . - . s
. . , a n dw r i t i n g 9

tett studentsthey can write abouttheir partner'sor t h e i ro w n f i l m . R e m i n dt h e m o f t h e w o r d l i m i t ( 1 2 0 - 1 8 0w o r d s ) . r Tellstudentsto referto the model reviewrn Exercise2 if thev like. . Walk roundthe classas they write, givinghelp w h e r en e e d e d . . lf possible,give feedbackon eachpieceof writing, a n d m a k et h e r e v i e w sa v a i l a b l(ee . 9 .i n a f o l d e df o r all studentsto read o For an exampleof a film review,see Writing bank p a g e1 5 1 .

45

to describe machines V o c a b u l a rPhrases y perfect G r a m m a Future r / continuous living aboutfuturedevelopments indayto-day L a n g u a gt oeg o Talking

M a k i n gl i f ee a s i e r


Language notes . Studentssometimes confuse by and within when referringto futuretime. By is usedwith a moment in time (e.g. next Tuesday\and within is used with a period of time (e.9.two weeksl.Draw a parallelwith stnceand for,which are used in a similarway with perfecttenses.

lyes

o Pointto any machinesor apparatusthere might be in the room and ask students to name them (fape recorder, hi-fi, fan, radiator etc.\

andvocabulary Speaking

3

Ask a few questionsaroundthe classto prompt answers, e.g. What do you find really indispensable? Have you got anything that's alwaYsbreaking down? . Studentscontinuein pairsor smallgroups. Focusattentionon the oicturesand ask for some initial ideasaboutwhat the inventionsdo. . Readthe questions. . Studentsdiscussthe questionsin pairs. . Walk roundthe classas they speak,givinghelp where needed.

Reading 5

t 4 6

Tellstudentsto read the text and find out what exactly the picturgdinventionsare. . Dealwith any questionsaboutthe text. . Studentsdiscussin pairswhethertheir answersto Exercise4 were right. t Go throughthe answerswith students.Ask which inventionthev would orefer to have.


2no

Read,or get a studentto read,the example. . Ask if it is anotherexampleof the future perfect t e n s e( i t i s n ' t ) . . Draw the timelineon the boardand exolainthat it shows the contextin which we use the future continuous. r Invitestudentsto reflecton the questions. . Go throughthe answers, o Ask a few studentswhat they thinkthey'll be doing this time next year.

Way in

Ask studentsto write a list and show it to their partner. . In pairs,studentsdiscusswhich machineor gadget they find the most usefulor important. . Get feedbackfrom severalpairs.Do they all speak a b o u tt h e s a m et h i n g s ? . Tellthe classwhat machinesyou find indispensable. and matchthem to Studentsstudy the expressions their opposites. r Go throughthe answers.

Read,or ask a studentto read,the example. . Copythe timelineonto the boardand focus attention on it. Explainthat it representsthe time contextin which we use the future oerfect. . Readthe questionsand inviteanswers. o Point out the use of by in By the end of the decade (= before)(andsee Languagenote above).

Practice 8

Studentsmatchthe questionswith the answers,then completethe answersand checkwith their partner. o Go throughthe answers. . lf you have time, get students to write two more sentencesusingthe future perfecttense,saying what theVwill havedone,and won't havedone,by the end of the Vear.

3c: 5b:

Gettalking 9

Studentsmay find it hardto think of ideasfor new Brainstorma few ideasand write them on ' inventions. the board(e.9.clothesthat changecolour,a motorisedshoes,glassesfor mechanical dog-walker, incorporated ... ). touristswith micro-cameras . Tellstudentsthey can use the ideason the board,or think of other inventions. . Dividethe classinto groupsof aboutthree. o Studentsdecideon one or more usefulnew inventionsand discussthe points. . Walk roundthe classas they talk,givinghelpwhere needed. o lf there's time, ask groupsto make a sketch of the invention. . Ask one student from each group to presentthe ideas.Findout which ideaappealsmost to the class.

V o c a b u l a1r y Phrases fordescribing clothes V o c a b u l a2r y Phrases fordescribing emotions L a n g u a tgoeg o T a l k i nagb o uyto ufre e l i n g s

l n a b l a c km o o d L a n g u a gneo t e s r - D r a wa t t e n t i o nt o t h e a d j e c t r v seu f f i r e s- r s ha n d- y Explain t h a t t h e f i r s ts u f f i xi n p a n i c ua r r s a p r o d u c t i v e f e a t u r eo f t h e l a n g u a g ea,n d c a n b e u s e dt o i n d i c a t e 'approximation' w h e n t h e b a r ea d j e c t i v re, v o u l b de too specific Givesome examples,e g green'sn,warmish. . T h e l e s s o nt i t l eh i g h l i g h t sh e l i n kb e t w e e nc o ; c u ra r d mood:if you are in a blackmood,you areangrycr g:-,rlipy

Vocabulary focus 6

\A/av in o A s k a f e w s t u d e n t sw h a t t h e i rf a v o u r i t ec o l o u ri s . Tellstudentswhat your favouritecolouris, and why

S p e a k i nagn dv o c a b u l a r y 1 2

3

S t u d e n t sd i s c u s st h e t w o p i c t u r e sw i t h t h e i rp a r t n e r . . Findout which style most studentsprefer,and why tell studentsthat most of the words in the oox can De usedto referto the pictures. r In pairs,studentstry to list the words in the correct c o l u m n T h e yc a n u s e d i c t i o n a r i ei fst h e y h a v et h e m . . Go throughthe answers.Get studentsto repeatthe words afteryou.

In pairs,studentsdescribewhat the women in the -r r 'a - "r n"r -a a-r 'i n"r ' J . . Studentsmay want to write the descriptions. C h o o s ea g o o ds t u d e n a t n d a s k h i m / h e rt h e q u e s t i o n s . . S t u d e n t sd i s c u s st h e s a m eq u e s t i o n si n g r o u p s . W a l kr o u n dt h e c l a s sa s s t u d e n t st a l k ,g i v i n gh e l p w h e r en e e d e d . o F i n do u t w h i c hc o l o u r sa r e m o s t p o p u l a rl.f y o u h a v e a m i x e d( m a l ea n df e m a l e )c l a s s f, i n d o u t i f t h e r ei s a b i g d i f f e r e n c ei n t h e c o l o u r st h e y l i k e

O o t h e e x a m p l ew i t h s t u d e n t st o g i v et h e m t h e i d e a . S a y ,' s o m e o n ew h o s h o u t s" l ' v e j u s t h a dt h e m o s t c ' a n t i d e a l "i s i n s p i r e d ' r S : r d e n t sm a t c ht h e o t h e rw o r d sa n d p h r a s e sa n d c r e c
7

2t 3g 4i 5j O,,.n'l',l..i1ti,,.:,..,...$:,..b.,i.;'i.it'. :- Playthe recording for studentsto markthe stresses. . Playthe recordingagainfor them to listenand repeat . Notethat all the wordsfrom Exercise6 are on the audio,not just those in italics.lf you prefer,you can ask studentsto markallthe stresses

nia+rrrae

4

Practice I

I demoiivated 2 tranquil 3 optimistic ., ,,,,,,,.,;:,.;, 4 nervous 5 grumpy/in a bad mood ,1,, ,;,,,,, 6 lonely/a bit down :..a::..,:.':..'.",,,',:,':' :,..,:.::.

Listening 5

fr;ffiTellstudentsthey are goingto listento a colour t h e r a p i s ta, n d a s kw h a t s t u d e n t st h i n kt h e t e r m means,to elicit,e.g. someonewho gives you advice about colours . Playthe recordingfor studentsto make notes . S t u d e n t st h e n c h e c kt h e i rn o t e sw i t h t h e i rp a r t n e r . . G o t h r o u g ht h e a n s w e r s . o P l a yt h e r e c o r d i n a g f i n a lt i m e . r A s k s t u d e n t sw h a t t h e yt h i n ka b o u tE m i l y ' si d e a s . Do they agreewith any of her interpretations? W o u l dt h e y p a y h e rf o r a c o n s u l t a n c y ?

S t u d e n t sr e a dt h e s i t u a t i o nw r nd s i t h t h e i rp a r t n e a t h i n ko f a s u i t a b l ew o r d o r p h r a s e r G o t h r o u g ht h e a n s w e r sB e p r e p a r e tdo a c c e p t answersotherthanthoseshown below,providedthat .studentscanjust:fythem, e g l'd feeloptimrstic becauseI '.,,,as sLtrethat no one elsehad the same idea.

9

Rsk studentswhich words from Exercise6 were nor practisedin Exercise8 (resfless,over-emotional, insecure). r T e l ls t u d e n t st o t h i n ko f s i t u a t i o ntso p r a c t i s ea n y three words in Exercise6. . W a l k r o u n dt h e c l a s sa s s t u d e n t sw r i t e ,g i v i n gh e l p w h e r en e e d e d . . Tellpairsto readtheir situationsto anotherpair,who t r y t o g u e s st h e f e e l i n g s . o Readout some of the best-described situations.

G e tt a l k i n g 1 0 B e g i nt h i s a s a c l a s sd i s c u s s i o nA s k a f e w q u e s t i o n s o n t h e c o n n e c t i ob n e t w e e nc o l o u r sa n d m o o d s ,e . g , What coloursmake you feel happy/depressed?Do you feel in a good mood if you wear clothes of a particular colour? . S t u d e n t sc o n t i n u ei n p a i r s o D i v i d et h e c l a s si n t og r o u p s . I n t u r n ,e a c hs t u d e n rs p e a k sa b o u th i m / h e r s e l fT. h e r e s to f t h e g r o u pc a na s k q u e s t i o n si f t h e yw i s h . > PHOTOCOPIABLE ACTIVITYPAGES122_123

47

usedforreporting V o c a b u l a rVerbs y withreporting verbs G r a m m aConstructions r opinions otherpeople's L a n g u a gt oeg o Giving

M i s s i n gt h e m a r k


notes Language . Sayand tell may stillcauseproblemsfor studentsat this level.Takethe opportunitvto revisebasicstructures, e.g. say somethingto someone/tell someonesomething, and expressionswith tell, e.g. tell a story, the truth, a lie, the time and tell someone to do something. r Remindstudentsthat, in reportedspeech,tensesusually 'jump of time back'in time and adverbialexpressions haveto change,e.g. I feel cold becomes Shesaid she felt cold and I told her yesterdaybecomes He said he had told her the dav before.

Speaking

3

.: 1 point out 2 insist 3 predict 4 deny 5 argue 6 warn 7 assure 8 confess 9 refuse 10 Fi6misg,i.l

Practice 7

Tellstudentsto readthe predictionsand tick the ones they agreewith. . In pairs,studentscomparetheir predictions. o Get feedback.Findout which statementmost studentsagreewith, and why. r Pointout how wrl/is usedto make predictions Readthe questionand invitesuggestions. o lf studentsfind it difficultto answer,give some examples(e.g. when we pack a suitcase,when we launcha new product on the market etc.),and ask studentswhat we haveto make a oredictionabout in each case (e.9. what the weather will be like, how many people will buy a new productl. r Continueas a classdiscussion, or ask studentsto discussin smallgroups. Focusattentionon the oictureand ask studentswhat advancesin technologyit shows,to elicit,e.g. space travel, planes, the invention of the radiolcomputerl X+ays, the election of Britain's first female Prime Minister.

.rui::ir:r'ri:: ial:ralrlial::jll

]:.:]]::rl.

::.1:ia:l.llli l:i:;iirlla

,June.

EEI rett studentsthey are going to listen to a predictions. programmeabout inaccurate . Playthe recordingfor studentsto identifythe topics, . Go throughthe answers.

5a tett studentsto look at the sentences. . Ask what sort of word (or words) are missing,to elicit sardor reporting verbs. o Designatestudentsas A or B. r Playthe recording,more than once if necessary, for studentsto comoletethe sentences. . StudentAs checktheirsentenceswith another StudentA. StudentBs checkwith anotherStudentB. r Playthe recordingagain. 5b Studentswork in pairs(A+B)to completeand checkall the sentences. o Go throughthe answers. . Ask pairsto readthe sentencesin turn. r lf you havetime, ask studentsto correctsentences, e.g. Lord Kelvin said that flying machines were impossible, but the first aeroplane flew in 1903.

[,

48

> PHOTOCOPIABLE ACTIVIW PAGES124-125

Tellstudentsthey are goingto reportsome more inaccuratepredictions. r Remindstudentsthat verb tensesusuallychangein reportedspeech(seeLanguagenote above). . Studentsreportthe sentences,referringto the structuresin Exercise6. r Go throughthe answers. r Ask studentswhich predictionthey find the most amusing,embarrassing and expensive. . lf you havetime, ask studentsif they can explain why eachstatementis laughable. i r:a

Listening andvocabulary 4

Tellstudentsthey haveto classifythe reportingverbs u s e di n E x e r c i s e 5. o Go throughthe two examples,focusingon the s t r u c t u r ea n d t h e m e a n i n g . . S t u d e n t sc o n t i n u ei n p a i r s , r Go throughthe answers.Note that claimcan also '+ t a k et h e s t r u c t u r e t o + i n f i n i t i v e ' . . l f y o u t h i n ki t w i l l b e u s e f u l r, e v i s es a y a n dt e l / ( s e e L a n g u a g en o t e a b o v e ) .

rmpoftance. 8 The Wall Street Journal would lose.

Get talking 8

Readthe list of statementswith students. . lf there are any controversialissuesof specific(maybe local)interestto students,you couldadd them. . Studentschoose a topic. Tellthem they can agree or disagreewith it! r Tellstudentsto give their opinionto their partnerin just two minutes.Thenthe partnergiveshis/her opinion,on the same or a differenttopic. Keeptime. . Studentschangepartnersand reportwhat theirfirst partnersaid. . Keepingthe same partner,studentsgive their ooinionsabouta differenttopic. . Repeatthe procedurewith new partners. r Findout which tooicsare the most controversial and tell the class.

of books V o c a b u l a rTypes y G r a m m aParticiples r innarratives L a n g u a gt oeg o Telling stories

Nowor never

Grammarfocus 5

Language notes r P a r t i c i p l ecsa n i n d i c a t es i m u l t a n e o um s e a n i n ge, . g . Takingone step, he found himself rn a dark corridor. To indicatea consecutiveaction,a differentstructure would be needed,e.g. Whenhe had takenone step, he heard a strange noise. . Verbsof sensescan be followedbv the infinitive (withoutfo) as well as by the participle, with very little changein meaning,e.g. He felt the cold wind bite/biting into his skin.

Rst studentsto find an exampleof the present participlein the text. Write one or two on the board. o Tellstudentsthat participles can be used in a numberof wavs. . Studentsunderlineor write out the remaining participles. . Go throughthe answers.For eachexample,ask a studentto identifvthe use (1-5).

Way in

Practice

r Ask studentswhat type of booksthey liketo read,and make a list of the genreson the board,e.g. science fiction, travel writing, biography, detective novels.

6


2

3

Rst the ouestionsto the whole class.Findout who likesdetectivenovels. o Get studentsto name some of the most famous fictionaldetectives(e.9.SherlockHolmes,Hercule Poirot,Marlow).This will helpthem focus on the qualitiesdetectivesneed. r Brainstormstudents'ideasand write them on the board (e.9. intelligence,patience, courage, intuitionl. Youmay needto give helpwith vocabulary. Go throughthe booktypes with students.Ask if they recogniseand can describeany of them. . Studentsmatchthe book types with their usesand checkwith a oartner. . lf you havetime, studentscan discussin pairswhat types of books they like to read,what they have read recently,what they are readingat the moment etc. lntroducethe terms fiction and non-fiction,it they don't alreadyknow them.

7

Focusattentionon the oicturein the text and ask a studentto describeit. r In pairs,students discusswhich type of book they think the extractcomesfrom (a thriller)and what they think happensin it. r Ask one or two pairsto report their ideas.

8

Reading 4

Studentsread the text. o Checktheir answersto Exercise3. o Ask studentsif they likedthe extract.Why (not)? o Discusshow the writer createssuspense.

Readthe instructions with students.Remindthem to focus on finiteverbswhich can be changedto participles. o G o t h r o u g ht h e e x a m p l e . . Studentsrewritethe sentences. . Walk roundthe classas studentswrite, giving helowhere needed. . Studentschecktheir sentencesin oairs. . Go throughthe answers,commentingon their versrons. . Decidewith studentswhetherthe changed sentencesare an imorovement.

G e tt a l k i n g. . . Studentslookat the oicturesand describeto their partnerwhat happens. e Give help with [email protected] as needed. r Get a few studentsto tell the end of the story eachone addinga smallpart to the narrative. r Giveyour feedback.

. .. a n dw r i t i n g Studentswrite the end of the story. . Walk roundthe classas studentswrite, making suggestionswhere appropriate. o lf you noticea well-written piece of narrative,ask the writer to read it out. o Invite other studentsto say why it is a good piece of writing. r lf studentsare interestedin clich6s,get them to think of clich6swhich they might find in a different type of genre(e.9.a romanticnovel)or to identify typicalcollocationsin a newspaperarticle,where clichesusuallyabound(e.9.heralda new staft, a strife-torn country, deny categoricallfi. . For an exampleof a piece of narrative,see Writing bank page 146.

49

phrases GrammarPrepositional Language to go Talking about working ina company

T h ed r e a mb u s i n e s s


L a n g u a gneo t e s . Often errorswith prepositions come from mothertongue lt may help studentsif you discusswith . interference. t h e m t h e s o u r c eo f a n y e r r o r s R . e m i n dt h e m t h a t p r e p o s i t i o nhsa v el i t t l e( l f a n y )m e a n i n ge; a c h prepositional phrasehas to be learntas a separate vocabularvitem. o This lessoncontainsan exampleof a businessletter. Youmight liketo draw attentionto some of the more formalexpressions typicalof the style.See alsothe e x a m p l eo f a f o r m a l e t t e ri n t h e W r i t i n g b a n k p a g e1 4 9 . . The phrasalverb sorf ouf is used in this lessonin its more literalsense, i.e. put things in a logicalorder. H o w e v e ri,n B r i t i s hE n g l l s hi,t i s a l s oc o m m o n l Vu s e di n the more figurativesense of find a solution to a problem, as in One of his taskswas to sort out customer oueries.

1 i n ;o f 2 f o r 8 with 9 out 14of 15of

definitionsand checkwith their partner.You may need to pointout that the answersare groupedin the same way as the phrases . G o t h r o u g ht h e a n s w e r s . o lnvitestudentsto chooseone or two phrasesto learnD . i s c u s sw h i c hw o u l d b e t h e m o s t u s e f u l . ano wny. o P o i n to u t with, sort out)

Practice 6

S p e a k i nagn dl i s t e n i h g 1

2

finO out how many studentsuse the Internetregularly. Ask a few questions,e.g. How often do Vouuse it? What do vou use it forT . Dividethe classinto groupsof three or four. . Studentsdiscussthe questions. r Walk roundthe classgivinghelp where needed. ffi Findout if any studentsuse the Internetto listen t o m u s i c .l f s o , a s k a f e w q u e s t i o n sa b o u tt h e exoeIence. o Tellstudentsthey are goingto listento someone who providesmusiccompilations on the Internet. . S t u d e n t sr e a dt h e o u e s t i o n s . . Playthe recordingmore than once. . S t u d e n t sc h e c kt h e i ra n s w e r si n g r o u p s . o G o t h r o u g ht h e a n s w e r s . r Play-the r e c o r d i na g f i n a lt i m e i f y o u t h i n ki t w i l l b e useru|.

50


Ask studentsto look brieflyat the letterand say what it is about (a new restaurant) and who it is beingsent t o ( p e r h a pas b a n km a n a g e r ) . . S t u d e n t sc o m p l e t et h e g a p sa n d c h e c kw i t h t h e i r partner. r G o t h r o u g ht h e a n s w e r s . . lf you havetime, get studentsto rewritethe letter from memory and comparewith the original. 1 4


I

Tellstudentsto remainin their groupsto discussthe ouestion. . Ask groupsfor feedback,and find out how manyjazz loversthere are in the class.

3 o f 4 a b o u t 5 i n l l 6 ' o n ' ' , 7w i t h . i 10with 11on tz fror:n 13i,n.,.l..,,.

5 Studentsmatchthe phrasesfrom Exercise4 with the

Way in r Ask studentswhat would be their idealbusinessto work in. lf necessary, give prompts,e.g. tourism? financialservices? the retail industry? o l f a n y o f y o u rs t u d e n t sa r e i n b u s i n e s sa, s k t h e m w h i c h b u s i n e s st h e y w o u l dc h a n g et o i f t h e y h a dt h e c h a n c e .

Tellstudentsto supplythe prepositions only if they know them, or are fairlvsure of them. . Havestudentschecktheir answerswith tne r e c o r d i n sgc r i p to n p a g e s1 2 1 - 1 2 2 . r Findout which (if any)errorsstudentsmade,and d i s c u s st h e r e a s o n s( s e eL a n g u a g en o t e )

Rsk studentsif thev can rememberthe name of the lnternetcompanyin Exercise2 (Musicmaker). r l n v i t es u g g e s t i o nfso r a n a m ef o r t h e M o n g o l i a n restaurantin Exercise6. o Readthe questionswith students. r Pointout the phrasalverb sef up (a business). . S t u d e n t st h i n ka n dt a k e n o t e s . D i v i d et h e c l a s si n t os m a l lg r o u p s( t h r e eo r f o u r ) . o Studentsreadand answerthe ouestions. . W a l kr o u n dt h e c l a s sa s t h e yt a l k ,g i v i n gh e l pw h e r e needed. . E a c hg r o u pd e c i d e sw h i c h i d e ai s t h e b e s t . o Ask a spokesperson for eachgroupto presentthe proposat.

. . . a n dw r i t i n g I

Decide,or let studentsdecide,who the orofileis for. lf it is part of a businesspresentation, the styleshould b e f a i r l yf o r m a l . Walk roundthe classas studentswrite, givinghelp where needed. . For an exampleof a companyprofile,see W r i t i n g b a n k p a g e1 5 2 .

V o c a b u l a rBody y idioms English L a n g u a gt oeg o

Fingerscrossed notes Language . Studentsat this levelare often attractedby idioms,and this in itselfcan be a reasonfor a closelook at some of them. But studentsshouldrealisethat many idloms, especiallythe more colourfulones,are not usedvery often. Rarnheavily,for example,would be a more usual alternativelo rain catsand dogs. However,most of the 'body' idiomspresentedin this lessonare quite common and belongto a fairlyneutralregister. r Most of the bodv idiomshavefixedword order,but make up your mind can also be make your mind up (becauseit containsa phrasalverb).

Practice 6

way o Ask studentswhat they understandby idiomatic language.Explain,or get a studentto explain,that an idiom is a phrasewhose meaningis differentfrom the apparentmeaning. . Ask for examplesof idioms,and write a few on the provideone or two well-known board.lf necessary, examplesto give them the idea,e.g. rain cats and dogs' kick the bucket.They should be able to remember burn the candle at both ends and burn the midnight oil from

Go throughthe exampleon the boardto show what is reouired. . Studentscompletethe sentences,then checkwith their partners. o Go throughthe answers,writingthe idiomson the board. . lf there is time, studentswork with their partnerto write anothersentencewhich can be rewrittenusing one of the remainingidiomsfrom Exercise5' . Studentsexchangetheirsentenceswlth anotherpair.

Lesson15.

and reading Speaking 1

2 3

4

Studentsdiscussthe picturesin pairs. . Get differentstudentsto describewhat peopleare doing (e.9.he's Pushingthe carl. Explainthat eachpicturecan be succinctlydescribed with an idiom.Invitesuggestions. Tellstudentsthev can checktheir suggestionsby readingthe text. . Allow a few minutesfor studentsto read. o Go throughthe answersto Exercise2. o Ask what all the idiomshavein common (theyare basedon parts of the body).

Gettalking 7

Readthe questions,or get a studentto readthem. Ask what most of them are about (how to get on with other people). . Chooseone of the questions(e.9.6) to ask a few studentsroundthe class. . Givestudentsa coupleof minutesto think about possibleanswersto questions. . Dividethe classinto groups. . Studentsdiscussthe questionswhich interestthem most. Walk roundthe classas they talk,givinghelp ' where needed. r Alternatively, designateone topicto eachgroup. . Get feedbackfrom eachgroup.Chooseone of the questions(e.g.1) for a classdiscussion.

Discussthe use of idioms in the students'own Are there manyTAre they frequentlyused? tanguage(s). . lf studentscome from different countries,they will enjoy learningsomethingfrom other students' Ask studentsto choosean idiom,to languages. translateit literallyinto English,and then explainthe meaning.

focus Vocabulary 5

Readthe list of meaningswith students. . Studentslook back at the text to find the idioms. Walk roundthe classas they read,givinghelpwith comprehensionwhere needed. e Go through the answers. o Ask students how many of the idioms they already knew. r Ask studentsif they know any more idiomsmeaning lose your job lget the sack,get firedl.

ACTIVITY PAGES 130.131 > PHOTOCOPTABLE

51

V ocabularPhrasal y verbs f0rdescribing opportunities Gr am m ar Should have/if only/wish+ pastperfect go L a n g uage to Talking about regrets andmissed 0pportunities

I wis h

6a Ctrl etaythe recordingof the first story,stoppingrt

w h e n y o u h e a rt h e ' b e e p 't o a l l o ws t u d e n t st o f i n dt h e correctpairof sentences Releasethe 'pause'button to playthe answers r C o n t i n u ew i t h t h e r e m a i n i n tgh r e es t o r i e s . Ask questionsaboutpronounreference,e.g. Who is 'he' in Sentence 1? Who is 'him' in Sentence5?

Language notes . Takethe opportunityto revisestructureswith wish, e.g. I wish I could/were, I wish you would etc. to expressunlikelywishes,and the formalexpression I wish to (see the manager, make a complaint etc.l r The fossilisedsubjunctiveform were of the verb be ( e . 9 .i n l f I w e r e y o u . . . , l f i t w e r ep o s s i b l e , . .). i s n o t dealtwith in this lesson,but may be acceptablein students'answersin the exercises.

Way in r A s k s t u d e n t st o w r i t e a s e n t e n c eb e g i n n i n gl w i s h . . . . Studentsreadout their sentences.Correctthem if necessary(seeLanguagenote above),but do not spend a l o n gt i m e o n t h i s .A s k t h e c l a s si f a n v o f t h e w i s h e s were aboutthe oast.

1:4,5 2:2,8 3:3,7 4: 1,6

tti:l:lrl:]1 6 b Ask a few studentsto say which storywas the biggest missedopportunity, and why.

G r a m m afro c u s 7a Studentsreadout the sentences.Explain,or get studentsto tell you, that they all referto the past. o Tellstudentsto closetheir booksand write the sentencesfrom memorv. e Invitean earlyfinisherto write them on the board. . S t u d e n t sh i g h l i g htth e c o r r e c ft o r m s . r G o t h r o u g ht h e a n s w e r s .

1pastparticipr"l1pai.!!.i€' rt'jiiqd$f:d tltr|

S p e a k i nagn dv o c a b u l a r y Tellstudentsto study the questionsand matchthe phrasalverbsto the definitions. . C h e c kt h e i ra n s w e r s . o Ask studentswhich phrasalverbsthey alreadyknow.

7b Rst studentsto tell you which form is usedto express b l a m eo r c r i t i c i s m . r Point out that wish and if only + past perfect are i d e n t i c ai ln m e a n i n o . 1

1 turn down 2 be let down 3 give up 4 qigl up 5 miss out 6 set out 7 put (something) off 8 come off lnvitestudentsto ask you the questions.Where the answeris yes,explainthe circumstances. . S t u d e n t sc o n t i n u ei n p a i r s . . Walk roundthe classas studentsspeak,listening a n d g i v i n gh e l pw h e r en e e d e d . . Reportbackone or two interestinganecdotes. Focusattentionon the photosand ask studentsto identifythe objects(a football,a guitar,a diamondring a n d a n a n t i q u ev a s e ) . r Explainthat there is a story behindeachphoto:they all representa 'missedopportunity'for someone. . Chooseone of the photosand invitesuggestions aboutthe missedopportunity.lf necessary, give help by askingpromptquestions,e.g. if you focus on the football, ask Did vou ever want to become a professional footballer when you were younger? r In pairs,studentsimaginethe situations.Some pairs will not find this easy.Walk roundthe classas they t h i n ka n d t a l k ,e n c o u r a g i ntgh e m t o t h i n ko f a n y p l a u s i b l sec e n a r i o .

2

Practice 8

Studentsmay not find this activityeasy.Go through the exampleto give them the idea.Remindthem that there may be severalways of completingthe dialogue. o Studentscompletethe dialoguesand readthem with their partner. . Go throughtheir answers,commentingon suitability.

9

sentences.

G e tt a l k i n ga n dw r i t i n g 1 0 O i v i O teh e c l a s si n t og r o u p so f t h r e e . r Allocatestudentstheir roles(A, B or C). . Studentsreadtheir situationsand add detailswhere requested. . Studentswrite the final line of the storv,and tell the storyto the rest of the group,without the final line. r The other membersof the grouptry to guessit.

52

Function Using social English g o therightthing L a n g u a gt oe Saying

M i n dy o u rm a n n e r s

good/ bad to f gilt,,:ti:'r,8.:,Re5.1p.O0o:ingrttO,:rr.a,nrapology

Language notes

e B e i n g' p o l i t e 'h a sa s m u c ht o d o w i t h c u l t u r am l o d e l sa s it does with languagesystemssuch as grammarand intonation.Indeed,an exaggerated emphasison so in Thankyou so much or a vagueinvitationsuch asYou reallymust come againsoon are f requentlyinsincere; t h e s p e a k e irs m e r e l y ' b e i n gp o l i t e ' .

Practice 4

way o Ask students What different ways are there of being polite in English?and exchangea few ideas(e.9.the use of please and thank you, Excuserne to interrupt,the use of shortforms in Ves/noanswers:Yes,I am; No,he doesn'tinsteadof the brusque-sounding Yesor No). r Ask for a word oppositein meaningto politeto elicit rude or impolite.

5


Readthe first situationand ask two or three students to give their answer. r lf students say lt depends,ask them what it dependson. r Ask studentsif they think get /osf is politeor rude (it'svery rude). o Ask studentswhich reactionthey think is rudest: to reply,as in b), or not to replyat all,as in c). . Studentsdo the questionnair:e and discussit with their oartner. . Go throughtheir answers.Findout which situations would causesimilarreactions,and which would not. . Ask studentsif they haveever found themselvesin a n y o f t h e s l t u a t i o n (se . 9 .a w a i t e rs p i l l i n gs o m e t h i n g on them),and what they said.

ffi Tellstudentsthey are goingto listento the recordingagain.This time they must respondwhen 'beep', they hearthe usingphrasesfrom Exercise3 where appropriate. r Ask individual get studentsto respond.Alternatively, the whole classto respond. o Do the activitva secondtime. Playthe ungappedrecordingagain(Exercise2), pointingout how stressedwords receiveextra emphasisthroughhigh intonationto reinforce 'politeness'. . Tellstudentsto readthe dialoguesusingthe recordingscriptand then practiseone or more of them from memory. . Walk roundthe classas studentsspeak,drawing attentionto problemsof pronunciation where appropflate.


Youwill needcolouredcountersfor this game. Alternatively, studentscan maketheir own by cutting out smallpaperdiscsand colouringthem. . Dividethe classinto groupsof four. r Readthe rules(on page85) with students,and c h e c kt h e i ru n d e r s t a n d i n g . . Walk roundthe classas studentsplay,givinghelp w h e r en e e d e d . . lf you think studentswill appreciateit, ask each groupto decidewhich playerhas the best manners.

Listening 2

W Playthe recording,pausingafter each conversation for studentsto tick the correctoption. . Go throughthe answers. . Playthe recordingagainfor studentsto check.Ask studentsif the speakersare generallyrude or polite (polite).Ask if anyoneis too polite(perhapsthe speakerin the restaurant, who shouldhaveshown annoyance).

Language focus 3

Readthe list of functionswith students. . Studentsmatchthe groupsof phraseswith their functionand checkwith their oartner. o Go throughthe answers. . Choosesome of the phrases(e.9. Congratulations! Don't worry about it. Have a good tripll and ask studentswhich speakerfrom the recordingsays them and aboutwhat.


53

Photocopiable material Photocopiable activitiesby Steve Baxter and Liz Kilbey

56-135

tests (with answer key) Photocopiable by KennaBourke

136-145

writing bankby Liz Kilbey Photocopiable

146-152

55

yourlife fortalking about VocabularyPhrases oftenses GrammarReview yourjob/hobby about to go Talking Language

Thenameof fame Aim

Procedure

To practlsepresent,present perfectand past tenses (simPle and continuous)

1 Studentswork in groupsof four.(lf your classdoesn'tdivideevenlyinto four,havea few groupsof threeand give one studenttwo sheets') 2 Handout the sheets.each of which has a seriesof statementsabout a famouspersonplusthreetimelines. 3 StudentA readsout the first statement.Other studentsin the group on timelineA, then discusswho it mightbe. fill in any information They are then allowedone guess.StudentA recordstheir answer, without tellingthem if it's right. 4 Repeatthe procedurewith StudentsB, C and D's first statements. 5 Continuewith StudentAs next statement,and so on (original

Materials Onesheetperstudent (A,B, C or D)

llme 30 minutes Approximately

Preparation Copyand cut up SheetsA-D as above

guessesmay be repeatedor changed). 6 At the end, pointsare allocatedaccordingto how earlythe correct identitywas guessed(five pointsafter first statement,four after secondetc.). 7 lf studentshavefailedto guessthe correctpersonafter all the clues havebeen given,the studentwith the rolecardmay inventadditional, easierclues (e.g.A: I used to be one of The Beatles;B: I own Microsoft; C: I directed Jaws and JurassicPark; D: I recentlymarried Guy Ritchieand havetwo children).

Extension Writing:Studentswrite a biographyof one of the peoplein the quiz (or anothercelebrity),basedon their knowledgeor on research.

56

T h en a m eo ff a m e 1 I starredin my firstfilm in 1964. 2 I first met my workingpartnerwhile I was studyingat school. 'Sir' I becamea in i997. 4 I havebeen makingrecordsfor over 40 years. 5 I am stillworkingin musicand living(mainly) in Scotland.

Past

Present

Past

Present

(Answer:PaulMcCartnev) ::i1*'-.,ry:5::'=:-

A 1 I wrote a best-sellingbook in 1995. 2 I startedat HarvardUniversityin 1973.but Past neverfinishedthe course. I read lots of booksand enjoygolf and bridge. c 4 While I was studyingat university,I started my own company. I havegivenover$800 millionto charities. Past (Answer:Bill Gates)

)

.q,**g,.Wr*r,t

Present

r':1Pi:qi*6r@16:i&

Present

!tS:.:*l !!qf l:?.&i:lieiit

1 I was born in 1947. z I startedmy presentjob while I was working as a TV director. I receiveda knighthood in Britainin 2001. 4 l've been at the top of my professionfor over 20 years. One of my films won sevenOscarsin 1994. (Answer:StevenSpielberg)

,e,*,,s,'8e:}t,

Past

Present

Past

Present

D

w, Past

1 In 1979,I playeddrumsand sangin a band calledBreakfastClub. 2 l've appearedin a Broadwayplayand in severalfilms since1980. 3 | d i d m o d e l l i njgo b sd u r i n g1 9 7 7w h i l eI w a s studyingdancing. 4 In 1996,I playedthe partof a famous Argentinian. 5 l've been makingworldwidetop-tenrecords s i n c e1 9 8 3 . (Answer:Madonna) @ Pearson Education 2002

w$

Present

.,ag. ;:6l.,lrorqq:,$

Past

Present

Past

Present

Past

PresentI

57

V o c a b u l a1r yAdjectives fordescribing lifestyles V o c a b u l a2r y Verbphrases to describe health L a n g u a gt oeg o Discussing health andlifestyles

Youarewhatyou eat Aim

Proced ure

To providefurtheroral practice and vocabulary in the areasof diet, lifestyle,healthetc.

1 Outlinethe situation: a magazinehasaskedthreepeoplewith differentjobs to keepa dlaryof everything they eat and drinkfor a week,then giventhe resultsto a professional nutritionist for comment. 2 Organisethe classinto groupsof three(StudentA, B and C). 3 Handout the sheets Explainthat eachone hasa lifestyledescription, a typicalday'sfood diaryand a numberedtip from the nutritiontsr. 4 Studentsreadthroughtheirown sheet. 5 Withoutshowingtheirinformation, studentsshouldmatchcorrect peoplewith theirlifestyleand advice.One studentbeginsby describing theirperson,then one of the othertwo can suggestthat theirfood diaryfits this description. Finally, as a check,the thiro studentcan talkaboutthe tips on his/hersheetto see if this too fits. When they all agree,they canfill in the table. 6 Checkand comparethe groups'answers(seebelow).lf preferred, the lasttwo questionscouldbe kept backand usedas a whole-crass round-updiscussion, usingthe vocabulary of the lesson

Materials One copyof the appropriate sheet for StudentsA, B and C; one copy of the tablefor eachgroupof three

Time Approximately 30 minutes

Prepa ration Copyand cut SheetsA, B and C (oppositepage)and the table (thispage);pre-teach vocabulary if desired.(Note:if preferred, the tablecan be writtenon the board for studentsto copy.)

Extension Writing: Studentswrrte descriptionsof their own occupation / lifestyle and diet,as on the sheets.Theythen exchangethis with a partner,who 'nutritionist's writesthe tips'. :]ll:l]lll:ll:l,]lll]]:]ll]i

ANS\l',rEiq I(='1 -ll3 'l 2 3

Nilanl're Sancl'ir .Jo Lee

1l'::,1:;'.,;:1;1r,r.i.rit,111ta1l a...:::.'4..::.'

Occupation postman student mo0el

Thefollowingtablemayeitherbe photocopied or writtenon the boardfor feedback. 0ost-activitv

Tip'.,.Z, Name Occupation Healthylifestyle? Healthydiet?

L

58

Youarewhatyoueat

C g u l db e s t o r i n g fOr rr,irrirru:p..prOblemS in,life. :l.:tla,te,r, Atin g l''tl'H:ea!.th..lY,e ave to r,::1rrr:d:eieSnltr'rh but ,r1,;,1,b,,er,,1eX,p,e..h,sive, '11;1.'it.,.db !,{lnvdve a nS :t.p!:A,h:nr! rrtrirlit.bitritqf ,:,t::.u'a1h,6atl}:'iiithich'' :i:]:, doesrnlt::fi t:r,th€,

.1 , 1.,,';l..iasne!.i':l!t;!ty!,e t,::16i6,rg:,:f i€s'h.,,.,,'.. ,,'.,',:rEf

09di:.!es,neot'4'l'lV..;.,'] ,:]]:],f

hbve:'.',''.,, i'gnd,'. :.rt:.i.f!Uiit)i r'i,::r:.m:Ofe:::'lnlon;itri.ur,ii:, i:':,'rr,,'r'.

d i',,i lt.i.qUi ..ra'lCoh'6!'iiCl;)'.

Ba.s:i K;,but' ea[|V1O nray:be.6',b.it :rmO,ie ''': . .: piot.ei'n,':{fisht';i ; ::" ", egigs;r,rtrnjik;' ;hreb-aelli.wou |d,i:'1['sr'],',r",r thtelp'];,.'AtSo, calorri,e intakeirr':i . bit .m'i9:ht:,b,e,a keepup ,t'qw,.to, th'ispaceof life. , :lty,eatingmore.l regularly(difficult, to fit in, but : " : beneficial). 'r,',,

.,l,,,j ':L,i,!e6tVpl'm'aV.:',,,,:l.::': ,burn ealO:r,ie*;,1,'b,ut rr;r: . th.e.' rdmOU:ht:r,Of,:rfat:.,

.:,''l::lgjO '.,10j5

chips,baked beans ,.,',:,',1230meatpie, ',,,',.,,r,,,,6,,Un

t packetof oisps,I canof beer ;;.:.:,;;O:3O,beefourger, smallsalad "hps,

:l3:0o,.:.

@ Pearson Education 2002

'rarnO'.,.*,n;-ir..t€V.,'.,f ,,lrr,

rbg.'iA,.:tigali.,r.r i,rr,,,..,:lr,,lt:t'ti,l.,:t i...: litI l

ip'l:0:b.'tem;i,;Ti1t:,ir,'i,r,i,,,.i..'.,'ii. l...C.utting,itdown:1,ro:n:,,r,,,,,,,,, Ckst,,,t,t ti.t,:,.t,: Ithe.'::la'U,y:,tsn,Q Ig'srS:tru:t1:t:trtr:i !|:,:l :,a:nd,:r1h1a,Vi1n ''Si|ga.i:.!,n1tidtiink6,i'11',l,'1.',t.',, laieO;t:the:'aid'iol.:,:.l',l: ke:j!1,a,, .'ilnta ..:.l.l.:.'i:,,,.tl i:bi!l..,1.

',h;iU,h,,'!,f .,,,th,!.S,,'d:aV,,,is,,r':','. lw.Oieal!..,....''11',.,.....1.'''.'''.,. ll',l...tl:'

59

VocabularyTimeadverbials GrammarNarrativetenses Language to go Telling stories inthepast

Consequences Aim

Procedure

To practisepast tensesin narrative

1 Dividethe classinto groups(minimumthree,maximumeight). 2 All the studentsin eachgroupwrite a man'snamein the first space, as instructed. 3 They then fold the sheet so that what they havejust written is not visible. 4 Studentspasstheir sheet to the left or right. 5 Theycontinuewriting,foldingand passinguntilall eightparts are written. 6 After the final pass,studentsunfoldthe sheet they haveand readout the story.The studentreadingthe story may correctany grammatical errorsthey spot, but may not changeany of the details.

Materials One copyof the sheetper student

Ime Approximately 30 minutes (perhapslessbut may be repeated- it could be more successfulsecondtime around when studentsare more awareof how it works)

Prepa ration Copyone (or more)sheet(s)for eachstudent

60

Extension Speaking:lna largerclass,eachgroupcouldchoosetheirmost amusing or entertainingstory and read it to the class.

Consequences

(Write a male name - someone famous or someone evervoneknows)

.................... f/\-61ci-^-\ t:

met (Write a female name -. someone famous or someone everyoneknows)

3 while thev were (Finishthe sentencein the past continuous)

4 She (What did she do?) frt "?:;.i

--lt-l

5 becausehe (What had he done?)

6 He told her that (Finishthe sentencein any past tense) f "i;iii ^\

7 so she (What did she do?)

/ri-t;]it-A1

l:

8 a n di n t h e e n d (What was the consequence?)

2002 @ Pearson Education

61

V o c a b u l a rNoun y combinations with-friendand-mate G r a m m a Phrases r ofaddition, result andcontrast L a n g u a gt oeg o Discussing advantages anddisadvantages

A f r i e n di n n e e d Aim

Proced ure

To reinforcethe meaningand use of linkingwords and phrases presentedin the Students'Book

1 Dividethe classinto groupsof threeand handout the cards. 2 StudentA readsout the begrnning of hisi herfirstsentence(printedin bold).Theothertwo studentsmustcompletethe sentencewith the appropriate ending,according to grammarandsense,choosing from the endingson theircards.StudeniA recordswho was the firstto 0o so. 3 Continuw e i t h S t u d e nB t ' sf i r s :c e g i n r ; n gt ,h e nS t u d e n C t ,t h e nr o u n d again,eachtime recording the winner Monitorthe activityano mediatein casesof dispute Notethat the endingsof the sentences are givenso that the s:,:oenireadingthe beginnings of the sentences c a nq u i c k l yj u d g er v n a r h e c o r r e c at n s w e rs h o u l db e l 4 When all sentencesnavebeen read,add up the pointsto decidethe 'winner' i n e a c hg f o u p .

Materials One copyof SheetA, B or C for qtr rdant in tha n , . , , ,. , , _v r o u p

a:nh

Time 25 minutes+, more if writing extensionis used

Prepa ration Copyand cut SheetsA, B and C as above

Extension WritingStudents(stillin theirgroups)write out the resultingtwelve sentences.

c 1

62

friend i nn e e d Beginnings 1 Although they're not very good conversationalists, I think I preferanimalsto people. 2 He's my best friend. Nevertheless,we often havedisagreements aboutlittlethings.

Endings when we do, it's likewe've neverbeenapart. I still write lettersto my closefriends. he hasn'tgot manymates. I appreciate his honestytoo.

3 Havingfriends round to visit is usuallygood fun. On the other hand, it can somelmes oe a bit of a nuisance.

we hardlyever quarrelwith each other.

4 He'spopular becausehe makes people laugh.Also, peoplelike him becausehe'sa good listener.

havingfriendsis saidto be goodfor your health.

Beginnings 1 I've never met my penfriend before. Becauseof this, l'm excitedand a bit nervous. 2 He never returnsa favour.As a result,he hasn'tgot manymates. 3 As well as being an emotionalbenefit, havingfriendsis saidto be goodfor your health. 4 W e d o n t h a v em u c h i n c o m m o n . Nevertheless, we hardlyeverquarrelwith each other.

Beginnings 1 lt's his reliabilitythat I value most, but I appreciate his honestytoo. 2 E-mailshave made keepingin touch so easy. Nevertheless,I still write lettersto mV closefriends. Thesedays, peopleare under more and more pressure.Therefore,they have less time to devoteto relationships. We rarely meet nowadays. However,when we do, it's like we've neverbeen apart.

they havelesstime to devoteto relationships. I'm excitedand a bit nervous.

E n din g s ... it can sometimesbe a bit of a nuisance. ... they havelesstime to devoteto relationships. . . . I t h i n kI p r e f e ra n i m a l st o p e o p l e . peoplelikehim becausehe'sa good listener. when we do, it's likewe've neverbeenapart. I stillwrite lettersto my closefriends. we often havedisagreements aboutlittle things. I appreciatehis honestytoo.

E n din g s ... l'm excitedand a bit nervous. ... havingfriendsis saidto be goodfor your health. ... we often havedisagreements aboutlittle things. ... he hasn'tgot manymates. ... peoplelike him becausehe'sa good listener. we hardlyever quarrelwith each other. I think I preferanimalsto people. it can sometimesbe a bit of a nuisance


63

Waysof talking Vocabulary tags G r a m m aOuestion r go to Making small talkat a party L a n g u age

I k n o wy o u ,d o n ' tl ? Aim

Proced ure

To practiseexchanging informationin a party-type roleplay, in particular the use of questiontags to checkdetails

1 Dividethe classinto groupsof four (Students A, B, C and D). 2 Outlinethe situation:they are attendinga two-dayconference,and at the end of the first day there is a receptionpartyfor delegates.The otherthreein theirgroupare all peoplethey only know from reading the list of participants ot may havemet once before. 3 Handout the sheetsand allocatea role (A, B, C or D) to eachstudent. Allow five minutesfor studentsto readand memorisetheir own and then skim the others.They shouldthen add one or two extrapiecesof personalinformationto the detailsgivenon their own card.Encourage studentsto put the otherthree cardsface down once they have skimmedthe information,as they shouldnot referto these duringthe courseof the conversation. 4 lt may be a good ideato suggestsome openinggambitsbefore beginning,and necessary rise-fallintonation to revisethe appropriate of questiontags. 5 Studentsbeginchattingin roles.They introducethemselvesbut do not volunteertoo much information. The aim is to ask checking questionsuntil everyonein the group has a clearideaof everyone else'sdetails,then to extendthe conversationas long as possibleby askingfollow-upquestions,improvising answersetc. The most groupwill be the studentswho are stillchattingat the end successful of a ore-determined time limit. 'on 6 Monitorthe conversations for feedback,either the spot' or after the activity,as appropriate.

Materials Copies of allfoursheetsfor each student

Time Up to 30 minutes(seeStep 5 in Procedure)

Preparation Copyand cut sheetsas above

64

I knowyou,don'tt? Name: TERRYATKINS From: CANADA You met JackiePageat anotherconferencelastyear. You'verecentlybeento Scotlandon holiday. You'regoingto speakaboutTourismin tomorrow afternoon's session. Youare interestedin historvand food. Youwould liketo go out to the cinemalaterthis evenrng.

Name: PATELLIOT From: IRELAND Youmet LeslieDonaldson at a partylastmonth. You'verecentlybeento New Zealandon business. You'regoingto talkaboutStressManagement at tomorrowmorning'ssession. Youare interestedin reading(especially historical novels)and travel. Youwould liketo spendthe eveningin the hotelbar.

Name: JACKIEPAGE From: NEW ZEALAND You met TerryAtkins at a conferencelastyear. You'velivedin Canada. YoutalkedaboutMarketingat this afternoon's session. Youare interestedin outdoorsportsand reading detectivefiction. Youwould liketo go out to the theatrelaterthis evenrng.

N a m e : L E S L I ED O N A L D S O N From: SCOTLAND Youmet Pat Elliotat a partylastmonth. You'vevisitedlrelandseveraltimes. YoutalkedaboutNew Mediaat this morning'ssession. Youare interestedin walkingand history. Youwould Iiketo go out for a meallaterthis evening.


65

fordescribing relationships V o c a b u l a1r y Expressions verbs 1 V o c a b u l a2r y Phrasal about a relationship L a n g u a gt oeg o Talking

Together forever Aim

Proced ure

To practiseand consolidate the (especial collocations ly phrasal verbs)presentedin the Students' Bookby writing,askingand answenngqueslrons

30 minutes+

1 Divideclassintogroups.Six (3+3)is preferable, but four (2+21or eight(4+4)wouldalsowork. 2 Handout A or B cardsolusthe relevantinformation sheetto eachhalf of the group. their'cards'to form phrases.Checktheirphrases 3 Studentsrearrange beforeproceedingto Step 4 'halfgroups' to write questionsfor 4 Studentswork togetherrn their the otherhalf. Monitoringis importantat this stageto ensurethat questionsare suitable(nottoo personal, but personalenoughto be Suggestions couldalsobe givenif necessary. interesting). 'Haveyou 'What wouldyou ever ... ?', Goodquestiontypes include d o i f . . . ? ' a n dq u e s t i o nas s k i n gf o r o p i n i o n s . As and Bs get togetherto ask and 5 Oncequesiionsare prepared, to exploreany interesting areas answer.Theyshouldbe encouraged ( a n d p r o b a b l y t h a tm a y w i l l )a r i s e .

Prepa ration

Extension

Copyand cut up the cardsand sheetsas above

Wilting:Students write theiranswerto one of the questionsin the form of a story or essay.

Materials One set of A or B cardsand instruction Sheetper groupof threestudents

Time

A N S W E RK E Y

'".',.

rGroup A phrases

,l.'r',',:r

:a,' ,..,,: rn.ak e :up,(with), faII oui,,lwil h),

66

Together forever . Rearrange your cardsto form seventwo- or three-word phrasesfrom Lesson6. o Use eachof the phrasesto write a questionto ask GroupB, on the subjectof relationships. Youcan design your questionfor the whole groupor targetparticular students,but don't alwayschoosethe sameonel For example,you couldbeginwith this question: where is the best place to come across a potentialpartner? . Now answerGroupB's questions. Tryto be honest,but if you thinka questionis too personal,you may refuseto answerit. l

_

l

our (with)

divorced

qel

OUT

on (wir,h)

make

acroee

f all

come

in love

uV (wiLh)

f all

move

qel

your cardsto form seventwo- or three-word Rearrange phrasesfrom Lesson6. Use each of the phrasesto write a questionto ask GroupA, on the subjectof relationships. Youcan design your questionfor the whole groupor targetparticular students,but don't alwayschoosethe sameone! Forexample,you couldbeginwith this question: Who was the last person you took to immediately? Now answerGroupAs questions.Tryto be honest.but if you thinka questionis too personal, you may refuseto answerit.

qet l

r

work

find

lo

U?

l

i.

lake

t ogelher

5?lit

OUN


aqainel

C O M EU ?

- - - ---

- - r ---

- - - - --

- -l l

over

backt oqelher 67

behaviour to describe VocabularyPhrases G r a m m a 0r b l i g a t i o n v e r b s upchildren waysof bringing to go Discussing Language

TrueIt e s Aim

Procedure

To provideoral practiceof verbs of obligation

threestudentsper 1 Dividethe classintoTeamAs and TeamBs (ideally team.but couldbe four). 2 Explainthat Option1 is the correctcontinuationof the sentencein eachcase,and Option2 is wrong.Ask teams to decidetogetheron answer(Option3). Theirsentence anotherwrong (but plausible) shoulduse one of the verbsfrom Lesson7. lf teams havefour members,they can providean extrawrong answer. 3 Studentschooseone sentenceeachand readout their sentenceto the other team in mixed order(without,of course,sayingif it is Option1, 2 or 3). The otherteam confersto try to agreeon which sentenceis true. lf they are correct,they scorea point. lf they are wrong,the pointgoesto the otherteam.

Materials One copy per team of SheetA or SheetB

llme 30 minutes Approximately

ration Prepa Copyand cut SheetsA and B as above

68

Alternative For moreadvancedstudents,and dependingon your own cultural for eachsentence. knowledge,you couldadd anothercorrectcontinuation Studentsthen haveto pickout one or both of the correctoptions.

. 4 1 7 - y e a r - o li d n Britain... 1 isn'tsupposedto buy alcohol. 2 is supposedto carryan identitycard.

o 412-year-old in Britain... 1 isn'tallowedto havea paidjob. 2 doesn'tneed a passportto travelabroad. ?

. An Englishproverbsaysthat peoplewho livein g l a s sh o u s e s. . . 1 shouldn'tthrow stones. 2 oughtto keeptheirclotheson. ?

lf teenagersspillred wine on the tablecloth duringa party,they ... 1 shouldput salton it. then rinseit in coldwater. 2 must wash it immediatelyin very hot water.

A 16-year-old in Britain... 1 is allowedto get marriedwith parentalconsent. 2 is not allowedto join the army.

In Britain.on your lBth birthdayyou should traditionally be given... 1 the key of the door. 2 a silverringwith your initialson it.

An Englishproverbsaysthat children... 1 shouldbe seen but not heard. 2 shouldbe told off but not criticised. a e lf the zip fasteneron youryoungchild'sjeansis sticking,you ... 1 shouldrub it with a pencil. 2 needto put somewhiskyon it.


69

V o c a b u l a rH y umour foropinions giving andasking disagreeing, FunctionsAgreeing, youlaugh whatmakes to go Discussing Language

G e ti t ? Aims To practisereadingskillsbY jokes;to sortingout scrambled practisechangingspokenregister to narrativestyle;to practiseoral skillsby retellingthe jokes

Materials One copyof SheetA or SheetB for eachpair

Time 30-45 minutes Approximately


70

ure Proced 1 Divideclasstntopairsand giveeachpaira sheet(A or B) the two jokeson 2 Studentswork in pairsto separateand unscramble theirsheet. they chooseone joke each 3 Oncethey haveagreedon the sequence, and memoriseit. 4 Studentswork in new pairs(A+B)andtell theirjokesto eachother. anecdote. 5 Eachgroupwritesout one of theirjokesas a narrative-style to the past detail add and to the the tenses change studentsshould eventsand descriPtions

Extension (orwhole-class) on which discussion a whole-group Speaking'Have jokes(if any)are funny.which are not and why.

Get it? 'Yes, I came in becauseI saw a noticein the window offeringlow pricesand highquality.' 'lt doesn'tgo anywhere.lt alwaysstays where it is,' comesthe reply. 'Good morning,madam,can I helpyou?'he askspolitely. Shestopsand asksan old localman for directions. 'Excuse me, my good man,but where does this roadgo to?' she asks. 'Yes, that's right,'he agreescheerfully.'Now, whichwould you like?' 'No, that'snot what I mean,you stupidold m a n l 's h e s a y s . A woman goes into a shopand walks up to the assistant.

4 A

A richladyis on a drivein the countryside. 'Ah, I may be stupidand I may be old,' he 'but answers, at leastl'm not lost.'

1 The assistantsteps into the box. 'Now watch this,'saysthe man. 'Yes, 2 l've workedin the Saharadesert.' 3 He takesa saw and proceedsto cut it in half. 'l 4 see,and haveyou any previous experience?' tr 'Ah yes,' comesthe triumphantreply.'Not nowl' 'Yes, 6 it's OK,' saysthe stage manager,'but it's not a very originalmagicact.' 7 A man goes for a job interview. 'But B that'sridiculous,' objectsthe manager. 'There aren'tany treesthere.' 'Magic act?'exclaimsthe man.'l didn'tsay anythingaboutmagic!' job,' he tells 1 0 'l've come aboutthe tree-cutting the manager. 1 1 A man arrivesfor a theatrical auditionwith his ladyassistantand a largebox.


71

activities VocabularyWeekend plans future fordescribing GrammarTenses to go Making Language Plans

Busyweek Aim

Procedure

To practiseusingfutureformsto makearrangements by writing or textmessages e-mails

1 Arrangethe classin pairsand handout a SheetA and a SheetB to each oair. intoavailable 2 Workingalone,studentsput the extraappointments end up with wish. They should slotsin theirdiaries,whereverthey only two spareslots. 'e-mail' 'text or message'eachother 3 Explainthat they now haveto to arrangea meettng,whichwill lastaboutthree hours.StudentA beginsby writingout a briefmessageand passingit to StudentB, who responds.Messagescontinueuntilthe meetingis arranged. 4 The randomelementmeansthat a pairmay well find that thqy have no vacantslotsin common,in which casethey will haveto decide (or missed).lf a pairis can be rearranged which of theirappointments luckyenoughto hit upona solutiontoo quickly,tell them you'vejust haschanged! heardthat the time of one of theirappointments 5 Oncea date has beenfound,studentsshouldfinalisedetailslike where they are goingto meet, what they are goingto do etc.

Materials One copyof SheetA or Sheet per student

Time 30 minutes+

Prepa ration Copyand cut SheetsA and as above

Extension studentsthe date they havechosenis now impossible Speaking:Tell 'phone' eachotherto as somethingurgenthas come up. Havethem the date. rearrange

l_

72

B u s yw e e k T H I SI S Y O U RD I A R YF O RN E X TW E E K :

ADD: cinema(p.m') visitfrom cousin(P'm') swimming(P.m.) long lie-in(a.m.)

T H I SI S Y O U RD I A R YF O RN E X TW E E K :

a.m.

Friday


73

yourskllls yourself, andexperience fordescribing VocabularyExpressions a CV to go Writing Language

S e l ly o u r s e!l f Aim

Procedure

To discussadviceon handling interviews,and, in the extension, conductan interviewin pairs

1 Dividethe classinto pairsor smallgroupsand handout either SheetA or SheetB to eachpair/group, 2 Explainthat the activityis basedon expertadviceprovidedfrom managerswho havea lot of experienceof conductingjob interviews. and that this is the sourceof the numberedcommentson the other The numbersin bracketsshow where the experts group'squestions. would ratethe questionon the continuum. 3 Studentsdiscussthe relativeimportanceof the differentapproaches in a job interviewand circlea numberon the continuumfor eachpair, accordingto the behaviourthey considerappropriate. 'expert' 4 Studentsswap pairs(A+B)to comparedecisionsand givethe view on the othergroup'squestions.

Materials One copyper pair/groupof SheetA or SheetB

Time 30 minutesor less,but 60 minutes with extension

ration Prepa Copyand cut SheetsA and B as aoove

n

74

Extension Speaking:Studentscould conductinterviewsin pairsby exchangingthe CVsthey producedfor the writingtask in the main lesson.Givethem time to studyand makenoteson eachother'sCVsbeforebeginning. Writing:Studentswrite a letterto a friendwho is aboutto havean importantinterview,givingadvicebasedon the informationon the sheet,plustheirown ideas.

S e lyl o u r s e l f !

O U E S T I O NFSO RD I S C U S S I O N Lookserious ii]'iifi::::]l::]l:i2::i:it]]ti:i3:l::i:i.]::a]:]:$::ti].i:tii:]]Si:]:l]tf Smilea lot Lookthe interviewerin the eve at:::::il.'l:::'::i::,2:.i:,lti:ialiS:::il:llil::ll4il::illi:il:5,iilillif Avoidtoo much eye contact 'sell yourself' Iry to Be honestaboutyourabilities ::,''.1'11,,.111'1;!r'11;1,,;'1;;i;3;i;li;11ll iil:ll;il;:15a,11i: Keeptalkingto avoidsilences r],::i,]i:r:ti2::]:.:i3:|l;i:;: Do not respondto silences liil:l:]:]l:$]:ilil

T H EE X P E R TO SP ' INION O N G R O U PB ' SO U E S T I O N S 1 2 3 4

Considerquestionscarefully,especiallyhypotheticalones. (4) (2) Be preparedto defendyour views, but don't argueaggressively. (1) Don'tvolunteerinformation aboutyourweaknesses. Don't be evasiveor try to bluff. (2)

O U E S T I O NFSO RD I S C U S S I O N promptly :ljl,:*:: il*S3i::X*:i:g:l:ll Takeyourtime in answering Tryto answerquestions Be assertive i*silix::*::*#1#i!:it$1!$*tl Be submissive Saynothingaboutyourweakpoints ;::X+:rll:]]t::i1*s::f ::i$!:l:*S:r:l Be openaboutyour limitations Admitwhenyou don'tknowan answer :*$a:i|;3*:iiiii:Sr::iii$:ittllF::il Tryto give some kind of answer even if you don't know

T H EE X P E R T O S 'P I N I O N A ' SO U E S T I O N S ONGROUP 1 2 3 4

Smileat the interviewer,but don't let your smile becomea fixed grin. (4) Maintainlots of eye contactduringthe interview.(1) Get acrossany information that will helpyour case.(2) Try to help if the intervieweris in difficulty,but don't panicif silencesdevelop.(3) @ Pearson Education 2002

75

VocabularyThemedia perfect: GrammarPresent simple/continuous yourexperience Language a jobinterview to go Having andtalking about

persons Missing Aim

Procedure

presentperfect To practise (simple andcontinuous) in spoken andwrittenform

1 Makesurestudentsare familiarwith the rdeaof a soapopera/ domesticdrama.Outlinethe situation: the programmeis set in a town in which the mainindustryhas beencloseddown, and follows two mainfamiliesas they struggleto copein differentways. 2 Divideclassinto groupsof threeand distributeSheetsA, B and C to eacngroup. 3 Eachstudentin the groupasksthe othertwo studentsquestionsto 'missing'person find out detailsof the in eachfamily,usingthe present perfect,for example Where has John been working?How has Tom felt recentlyZTheyuse the informationto completethe noteson theirsheet. 4 Tellgroupsto work togetherto write the profileof a new character for the programme,includingname,age,character, background and recentactivities. Pointout that he or she shouldbe connectedin some way with one of the two families. 5 Groupstell the classabouttheirnew character.

Materials One copy of SheetA, B or C per student

Time 30 minutes+

Prepa ration Copyand cut SheetsA, B and as above

Extension Writing:Eithertogetheror individually as homework,studentswrite the scenein which theirnew characteris introduced.

76

M i s s i npge r s o n s THE HIGSON FAMILY

THE ROBINSONFAM ILY

John (39)Usedto be assistantsalesmanager. Has now been unemployed for six months,though he has been doingsome f1e-glance work. Worries aboutbeingunableto supportthej%mily. Liz (36)Also worked in the industryas a secretary, so the familvincomehas receiveda doubleblow. Has recentlybeendoingcleaningwork to keepup the paymentson the flat.

Jim (28)Was a manualworkerin the factory,but for nearlya yearhas beenearninga livingdoing 'o*Qd jobs'. electrical and mechanical Mary (29)

C l a i r e( 1 7 ) Tom (10) Hasjust startedgettinginterestedin musicand fashion.He knowshis parentscan't affordto buy him very much, but has recently beenshowingsignsof angerat the situation, and his schoolwork is sufferino.

T H E H I G SONF A MIL Y

THE ROBINSONFAM ILY

John (39) Usedto be assistantsalesmanager. Has now been unemployed for six months,though he has been doingsome freelancework. Worries aboutbeingunableto supportthe family. Liz (36)

Jim (28)

Claire(17) Stillat school;she is quiteclever,but has been wonderingrecentlywhether it is worth stayingin education. Her parentsare determined that she shouldgo to college,and there havebeen a lot of arguments.

Mary (29) Hasn'tworkedsincethe birthof their son. She is worriedthat Jim hasn'tbeentelling the tax office about his pqsq.al work, and wants him to set up his own smaltbusiness. Tom (10) Hasjust startedgettinginterestedih musicand fashion.He knowshis parentscan't affordto buy him very much, but has recently beenshowingsignsof angerat the situation, and his schoolwork is sufferino.

T H E H I G S ONF A M I L Y

THE ROBINSON FAMILY

John (39)

Jim (28) Was a manualworker in the factory,but for nearlya yearhas beenearninga livingdoing 'oddjobs'. electrical and mechanical (29) Mary Hasn'tworkedsincethe birthof their son.She is worriedthat Jim hasn'tbeentelling the tax office about his casualwork, and wanrs him to set up his own smallbusiness.

Liz (36) Also worked in the industryas a secretary, so the family incomehas receiveda doubleblow. Has recentlybeen doingcleaningwork to keep up the paymentson the flat. Claire(17) Stillat school;she is quiteclever,but has been wonderingrecentlywhether it is worth stayingin education. Her parentsare determined that she shouldgo to college,and there havebeen a lot of arguments.


T o m( 1 0 )

77

food andcooking VocabularyPreparing andquantifiers nouns GrammarCountable/uncountable a dish howto make to go Describing Language

C o o k e rcyh a l l e n g e Aim

re Procedu

To practisecookingvocabulary nouns uncountable and countable/

1 Dividethe classinto groupsof threeor four and distributethe sheets so that some groupshaveSheetA and some haveSheetB (if a group is likelyto be lessproficientat cookery,SheetA is lesschallenging)' 2 Explainthat they havefifteen minutesto devisea three-coursemeal lf studentsfind this a littledaunting, from theirgiveningredients. to createreally reassurethem that they can use their imaginations to be edible! have result doesn't the end bizarredishes With moreableclasses,and if time allows,tell students 3 (Optional) talkto anothergroupand discussion, they may,aftertheirpreliminary exchangeone ingredient. 4 Studentswork togetherto producetheirmenus,includingdetailed on makingeachdish.lf you needto reducethe time instructions neededfor this,cut the numberof dishesto two. 5 Studentsform pairs(A+B)to describetheir menus and how to make

Materials One copy of SheetA or SheetB per groupof three/fourstudents

Time 30 minutes Approximately


the dishes.

Extension as homework,studentswrite out the Writing:In groupsor individually list. as a recipe,with ingredient instructions

r.

78

C o o k e cr yh a l l e n g e

CookeryChallenge A three-course mealin fifteen minutes! Ingredientsin the store cupboord: herbs,spices,oil,sugor,eggs,rice, milk,flour, butter

CookeryChallenge A three-course mealin fifreenminutes! Ingredientsin the store cupboord: herbs,spices,oil,sugor,?ggs,rice, milk,flour, butter

f{lfifiatlilllTAfifE @Pearson Education 2002

79

gestures to describe VocabularyExpressions -ing GrammarThe form/infinitive social behavlour to go Discussing Language

Bodytalk Aim

Procedure

To reviseand practisethe use of gerundsand infinitives after certainverbs

One copy of SheetA or Sheet B per groupof three students

1 Dividethe classinto smallgroupsof betweenthreeand five and grve eachgroupa copyof eitherSheetA or SheetB. 2 The sheetseach containa set of questionsplus answersto the other group'squestions. 3 Groupswork togetherto agreeon and write down their answers. 4 Studentsre-formin pairs(A+B)for feedback.ln turn, they readout a questionand explaintheiranswer,and theirpartnertellsthem if they are correcr.

Time

Alternative

Approximately30 minutes

Groupsreceiveonlythe questionsto readand discuss.Theyare then giventhe answersto their own questionsso that they are in a position to (orally)quizthe other group.

Materials

Preparation Copyand cut SheetsA and as aDove

80

OUESTIONS

I f

i

II.

i

I

1 On the Greekislandof Corfu,crossingyourfingersmeans.., 'l a) chooseto ignorewhat you are saying.' 'l b) want to breakoff our friendship,' 'We c) will continueto be friends.' Somefacialexpressions are universal. For example,if you smile, no one in the world will failto understand. Trueor false? Which fwo meaningsare possibleinterpretationsol_flje-Kingj[e'--* chinduringa conversation? 'You a) are only pretending to listen.' 'l b) am not interestedin that.' 'l c) refuseto believethat.' Why shouldltalianvisitorsto southernSpainavoidusingthe 'cheek-screw'gesture?

ANSWERSTO GROUPB'S OUESTIONS 1 a) (ltalyand Greece)and c) (NorthernEurope). Thisgestureis meaningless in Spain. He jerkshis left forearmupwards,placinghis rightpalmon his left bicep. In most countries, this is extremelyinsulting. False.In Greeceand EasternEurope,it is the otherway roundfrom the rest of Eurooe. He will probablywalk up to her,interpretingher palm-downwave as a beckoninggesture.

OUESTIONS 1 Which two of the followingmeaningscan be conveyedby an upward 'head toss' in some countries? 'l a) r6Tuseto do it.' 'l b) resenthavingto do that.' 'l c) want you to come here.' A man from SwedentravellingaroundEuropeuses a gestureto show how stronghe is. He failsto communicate his intendedmeaning,and in fact the reactionis very differentfrom what he intendsto achieve.Why? In any European country,you will manageto communicate'yes'and 'no' by noddingor shakingyour head.Trueor false? At a crowdedparty,an Americanbusinesswomansees an Arabiccolleagueacrossthe room. She waves to him in her normalway, expectinghim to wave back.What is he more likelyto do?

ANSWERSTO GROUPA'S OUESTIONS 1 b) This meaningseemsto be confinedto some Greekislandsand the Turkishmainland. True.Althoughthere are variationsin how peoplesmile (for example,in Japanpeopledten don't show theirteeth),smilingseemsto be universal. Evenchildrenwho were bornblindsmilewhen they are pleased. a) and c). This expresseslackof interestin most of Europe,but disbeliefin Greeceand France,and nothingat all in the UK and Scandinavia. 'good', An ltalianmay thinkit means but in southernSpainit is just as likely e r' ' h o m o s e x u a l ' . to mean'effeminato /,:.;it.!


.

",

..:

81

VocabularyGeographical location andcharacter places Language to go Describing

Acrosstown,downtown Aim

Procedure

To reinforcevocabulary describing crtres

1 Makesurestudentsare familiarwith the conventions of crosswords: across/down,numberingcluesand indicating the numberof letters reouiredin bracketsaftereachclue. 2 Dividethe classinto pairsor smallgroupsand give eachgroupeither SheetA or SheetB 3 Pointout that the answersare all words from the Students'Book lesson. 4 lt may be worth pointingout standardformatsfor clues.The simplest typesare definitions or sentenceswith blanks. 5 Studentsshouldwork togetherto write cluesfor theircompletedgrid. 6 Oncewrittenin clearlegibleform, cluesare exchangedbetween GroupAs and GroupBs and usedto completethe blankgrid. 7 lf the crosswordsare not finishedwithinthe allottedtime, groups may consulteachotheraboutthe rightanswer.

Materials One copyof SheetA or Sheet p e rp a i r / g r o u p

Time 30 minutes+

Prepa ration Copyand cut SheetsA and B as aoove

L

82

Acrosstown,downtown

i $

N I

.

Across 5

B

Across

Down

J

1

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2

o

4

7

Education 2002 @ Pearson

83

andhabits workpatterns to describe combinations VocabularyVerb+ noun conditionals firstandsecond GrammarZero, about consequences to go Talking Language

in store Trouble Aim

re Procedu

To reinforceand practisefirst and secondconditionals

1 Dividethe classinto pairsand distributeone copyof SheetA or B to each pairalternately. a change is considering 2 Outlinethe situation:FinestoreMinimarkets from largerstores,and to 24-houropeningin the face of competition Manager(A)and betweenthe Personnel therehas beena discussion (B). Representative Staff the 3 Pairswork togetherto fill in the missinghalfof theirdialogue. to pick up cluesfrom the precedingand Theyshouldbe encouraged to use conditional followingsections,and to take opportunities sentences. 4 When the dialoguesare complete,studentsform differentpairs ( A + B )S . t u d e n t Ar e a d sh i s / h e r ' g i v e n ' h a a t r e a d st h e l fn d S t u d e n B halfhe/she haswritten,then viceversa. flowed. 5 Discusshow well the dialogues As a check,studentscouldreadthe originalconversation.

Materials One copy of SheetA or Sheet per parr

llme Approximately 30 minutes


84

Trouble in store A:

A:

B :T h a n ky o u .

B:We thinkyou couldoffer more if you wanted to.

A: B:Well,what we're concernedaboutis the idea of changingto 24-hourworking.The staff feel that if this goesahead,some peoplewill be forcedto work at night,and theirfamilylife and sociallifewill suffer. A: B:The staff'sreaction? Well. I thinkthat would dependon what the companycan offer them In return.

A: B:Yes,but remember is alsotrue:if the opposite youdon'trewardpeopleenough.theycanget verystubborn. A: B: Fiftypencean hourisn'tthat much of an increase, is it?

A: Comein. Havea seat. B: A: Now then,what'son your mind? B: A: No, there would be no pressureon people- it would be purelyvoluntary,and we certainly don'twant to spoilanyone'ssocialor family life.What do you think the reactionof the staff would be if we introducedit? B: A: Yes,that'sunderstandable. In my experience, if you offer peoplethe right reward,they usuallysee your point of view. B: A: I agree,it works the other way roundtoo. So, what would peoplesay if we offeredan extra 50 penceper hourT B: A: You may not think it's much, but if we increase wages too far, our profitabilitywill go down and beforelong we could all be out of work. B:


A:

B:OK,then.Whatwouldyousayif we askedfor f 1 an hourextrafor thoseworkingunsocial hours? A: B: Surelywe coulddiscussthe detailsat a later date. A: B: l'm surewhen I put this to the staffthey'll agreethat's a very generousoffer. lf they agree,we can makevery good progress. Meanwhile,thankyou for agreeingto see me and listen to our qellg_AILS* A: B:Yes,I will. Goodbye. A:

A: lt's not a questionof not wantingto pay more. Believeme, if we could,we would. B: A: f1 an hour?My answerwould be that if you askedme that question,l'd haveto askyou what you meantby 'unsocialhours'. B: A: All right,perhapswe don't haveto be specific at this point.We are preparedto offer a f 1 an hour rise, providedthat we can agreeon the details. B: A: You'rewelcome. lt's my job to listenafter all. And thankyou for yourfrankcomments.Get backto me when you've gj"!.gg_d"Jhe reaction. B: A: Goodbye.

I I I I I I I I I I I I I I I I I I I I I I I I

R5

people's VocabularyAdjectives fordescribing characters personality FunctionDescribing people Language to go Talking youknow about

Theperfectcouple Aim

Proced ure

To practisedescribingpeople

1 Set up the situation:studentshaveto preparea confidentialreporton a couplethey know quite well, who haveappliedto appearon a TV programmewhere selectedcoupleslive togetherin a houseequipped with video cameras. 2 lf necessary, initiatea classdiscussion on what kindof qualitiesthe producers are likelyto be lookingfor. Suggestions couldinclude: . coupleswith interesting backgrounds and characters; . peoplewho are not necessarily good looking,but who will come acrosswell on TV; o peoplewith clearopinionswho are ableto expressthem; . coupleswho don't blandlyagreewith eachotherall the time; o peoplewho are reasonably intelligent and articulate withoutbeing too intellectual. 3 Leavesome questions(e.9.age,socialclass)opento be considered in Steo 4. 4 Dividethe classinto smallgroups(betweenthree and four) and distributeeitherSheetA or SheetB to the studentsin eachgroup. 5 Groupswork togetherto decideon which pointsare relevantto include. 6 When they have narroweddown the points,GroupsA and B combine to sharetheirchoseninformation.

Materials 1 copy of SheetA or Sheet B per student

Time 30 minutes

Prepa ration Copyand cut SheetsA and as aoove

Extension Writing:Studentsgroupthe pointsinto logicalparagraphs, The report can then be written as homework(it may be necessaryto reviselinking devices).Pointout that the language of the notesis quitecolloquial, so will sometimesneedto'be transformedinto a more formal style.

86

T h ep e r f e ccto u p l e


87

VocabularyWeather idioms usedforpersonalitv GrammarExpressions of probability Language to go Talking about howlikely things areto happen

L o o ko n t h e b r i g hst i d e Aim

Procedure

To praOtise expressingprobability

1 Put studentsinto pairs(A+B)and giveout the sheets. 2 Studentsreadthe examplefirst, then write reactionsto the eight situations on the sheets,according to the instructions. Theirreactions don't haveto be long- one sentenceis fine,althoughthey can write more if they want to - but they shouldincludeexpressions of (seebelowfor suggestions). probability 3 Studentscomparetheirreactionsand discussthem, then sharethem with the class.

Materials One copy of the sheet for each student

Time 30 minutes+

Prepa ration Copysheetsas above

Extension Speaking:Askthe classto suggestsix more situations,and write them on the board.Havea competitionto find the gloomiestpredictionfor eachsituation,and the most optimistic!

l' language whichwill helpyou Optimist I'm sure l'll enio Pessimist l'll

7 Youhavebeen,,i1

88

L o o ko nt h eb r i g hsti d e EXAMPLE You havea job interviewtomorrow morning.lt's in a town you've nevervisitedbefore. Youreallywant the iob!

Optimist I don't imaginethat it'lltake me very longto get there. I haveall the rightqualifications so there'sa fair chancel'll get the job.

Pessimist There'sboundto be a problemgettingthere, so l'll set out reallyearly. I probablywon't get the job, anyway.

S I T U A T I O N1S_ 4 StudentA: Student B:

Youare an ootimistl Youare a pessimist! 1 Youare goingto a partytonight.You haven'tgot a partnerto go with you, and you won't know manypeople. 2 Youhaveentereda paintingcompetition. The first prizeis f10,000. 3 You'vejust boughta new car.lt's the most expensivecar you've ever owned. 4 You'vejust met someoneyou reallylike.Yougavethem your phonenumber.

S I T U A T I O N5S_ B StudentA: Student B:

Youare a pessimist! Youare an ootimist! 5 Youare movinghouse next week. There'sa lot to dol 6 Yourboss has suggestedthat you learna new language which will helpyou in yourjob. 7 You havebeen invitedto a dinnerpartywhere there will be somevery famous and glamorouspeople. 8 Youare takingan importantexam next week.


89

Vocabulary 1 Expressions wilhmoney Vocabulary 2 Financial terms Language to go Talking about money

M i l l i o n a ior e rmiser? Aim

Procedure

To practisemoney-related vocabulary

1 Dividethe classinto groupsof threeor four. 2 Distribute the questionnaires to eachgroupso that all the studentsin the grouphavethe samesheet(eitherSheetA or SheetB). 3 Studentsreadand discussthe first question,then work togetherto completethe othertwo alongsimilarlines. 4 Eachgroupdevisesa simplescoringsystemand key for their completedquestion naire. 5 Studentsform pairs(A+B)to ask and answerthe questions,keeprng a recordof the scoreand givingfeedbackon the result.

Materials One copyof eitherSheetA or SheetB per student

Time 30 minutes+


90

M i l l i o n ao i rrem i s e r ?

AREYOUA POTENTIAL il4I LLIONAI RE? Findout by completing our guestionnoire! I

i I

I Youhavejust inherited$100,000.What areyou planningto do with the money? a) Payoff your mortgage,so that you can live comfortably. b) Buy a racehorse for fun and as an investment. c) Put it in the bankwhere it will be safe. 2 Youfind that you'rehardup and needsome cash.What do you do? a) take out a loan

b) c) 3 You dl

b) c)

AREYOUA MISER? Findout by completing our guestionnoire! I wrricrrstatementbestsummarises vourattitude? a) Youhaveto soeculateto accumulate. b) Youcan'ttake it with you when you die. c) Saveyour penniesand they turn into pounds. 2 Youare in a restaurantwith three friendswho are all betteroff than you, and who had more expensiveitemsfrom the menu.When the billarrivesfor all four together,what do you do? a) Explainthat your moneyis in anotherjacketat home. b) c) 3 You a) b) c)


91

VocabularyDisaster verbs andprepositions GrammarFuture intheoast Language to go Talking youweregoing about things to do

I d o n ' tb e l i e v ei t ! Aim To practise'futurein the past' structures

Materials one sdt of sentence'cards'for each group

Time 30 minutes(including preparation for writing)

Prepa ration Copyandcut 'cards'according to numberof students(seeProcedure)

Procedure 1 Dividethe classinto groupsof three or four. 2 Handout a different'key sentence'cardto eachstudentin the group, makingsureyou don't handout the 'joker'. 'joker', 3 Placeall the remainingsentences,including the face down in the middle(theyare laidout on the pagein correctorder,so will have to be shuffledfirst). 4 The first studenttakesthe top sentenceand readsit out. Any student can claim it if it appearsto fit their story,and is allowedto take it if the groupagree. 5 The secondstudenttakes and readsout the next sentence.and this continuesuntilall studentshavefour sentenceseach.with one left over.In casesof dispute,the group shoulddecidecollectively. 6 Eachstudentreadsout his/her storyin orderas a check,then togetherthey constructanothersimilarstoryof theirown, usingthe one leftoversentenceas a basis.

Extension Writing:Studentswrite up their stories,addingdetailto makethem longerthanthe four-sentence models.Thesecouldbe in a straightforwardnarrativestyle or written as newspaperstories.

A N S W E RK E Y m

92

don'tbelieve it! 'joker' (including Keysentences sentence)

An American

SomeNimebefore ohewaedueIo go NoIhe T,heaf,re, Ihey brouqhl.her a cu? of t ea.

womanwao g o i n gI o h a n q

out,her waehinq,

7he wa6 on Ihe poinl of checkingil in,whenoheoaw if,was due backin 1823. .

At the end,rhey wereabouf,tro t ake iI downwhen they realieed oomething,

)he waeon the poinlof V i c k i nigI u Vw h e ne h e noticed oome|,hin q of,ranqe,

Othersentence cards Suddenly she hearda n o i e ea n d lookedup, A Vatienf, wao in hospilalfor an o?eraTton.

) h e w a eh i t o n t h e headby an extremelyhard duck fallingouf,of Ihe sky, Ae iI wao nof,Io her l i k i n gs, h eg o Nu p , wenf,homeand madeonefor herself, i

A famoul ?ainfinqby NhelmVreoeioniet Manef,waolen| t o a NewYorkqalleryfor a opecialexhibition. A manlook a bookbackro rhe libraryand handediI lo the librarian.

lI lasted eix m o n b h sa n d wae very Vopulaf,

Theman'ogreafgrandfabher had o r i g i n a l ltya k e n it, ouf,.

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Thenehe ref,urned, ebillin herdreeeing qown,and oliVped backinto bed, It had been hanginq upeide d o w na l l t h e Lime,

L u c k i l yh,e didn'T, havetro ?ayIhe fi2,646 fine. e3 l

Vocabulary Adverbs of intensity Gramm ar So/such journeys go L a n g u ato ge Talking about

All at sea Aim

Proced ure

To practisea varietyof intensifiers question and to revise/practise forms

1 Dividethe classrntopairsand distributecopiesof eitherSheetA or

ateria ls One copyof SheetsA and B for e a c hp a i r

Time Approximately 30 minutes


94

Shcef R fo each n4i1.

2 Ask studentsto lookat theirtext and speculateon what mightgo into the numberedgaps(oddnumbersfor As, evenfor Bs).Don'tspend too longon this stage,as manyof the gapsare very 'open'and cannotbe easilyguessed.Studentsshouldjust identifythe type of word(s)that are needed(e.9.verb phrase,nounphraseetc.). 3 Explainthat information missingfrom As text can be foundin B's. (A+B) Studentschangepairs to ask and answerquestionsto fill in the gaps,without,of course,showingtheirtext. Forexample,StudentA might start by askingHow did the authorfeel at first?,and Student B's first questionmight be What wasn't the authorsure about? 4 Studentscomparetextsto checkaccuracy.

Extension in groupsor as a whole class,exchangeideason Speaking:Students, whetherthey would enjoya cruiseholidayor, if any haveactuallybeen on one,what theirimpressions were. Writing:Studentswrite, eitherfrom personalexperienceor imagination, 'My an essayentitled holidayhell'.

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95

V o c a b u l a rNews, y events anddisasrers G r a m m aPassives r L a n g u a gt oeg o Describing important events

Hereis the news Aim

Procedure

To practisereadingand writing in the passive

1 Dividethe classintosmallgroups.Givehalfthe groupsSheetA and the otherhalfSheetB. 2 Studentsreadthe three texts in Part 1 and decideon a suitable headlinefor the stories. 3 Theythen readthe threeheadlines in Part2, discusstheirmeanings and composeshortopeningparagraphs for the stories.Ensurethat studentsuse the passivewhere appropriate. 4 Bringthe classbacktogether.Studentsreadout, match and compare the headlines and texts.

Materials One copy of SheetA eachfor half the class,one copyof SheetB eachfor the otherhalf

Time 30 minutes+

t, t.


96

Extension Writing:In groups,studentschoosetopicalnews storiesand compose suitableheadlines and openingparagraphs.

H e r ei st h en e w s. . .

A

B

NEw

CTION HOPE FOR

MORE_TOqRtsTsKfDNAPPED i Garr Found nbanOlned

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gunmen.white Jril;

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97

personalities Vocabulary 1 Street Vocabulary 2 Phrases withget andtake L a n g u a gt oeg o Talking about citylife

Citylife Aim

Procedu re

To practiseusingverbswith gef and take

1 Ask the studentsto choosea town or city that they know very well. Encouragethem to choosea varietyof places,althoughit doesn't matterif thev all choosethe samel 2 Handout the sheets.Studentsdecidewhether or not the statemenrs are true of the placesthey havechosen. 3 For each statement,they note down one or two examplesto illustratewhy the statementis eithertrue or false. 4 Put studentsin smallgroupsto tell eachotherabouttheirplacesOR invitethem to tell the class.

Materials One copy of the sheet per student

Ime 30 minutes+

Prepa ration Copysheetsas above

Extension Writing:Studentsimaginethey are a visitorto one of the cities mentionedin the lesson,and write a postcarddescribing it, usingsome of the expressionspractised.

Citylife

1 lt gets very busy in the summer. 2 Youcan get aroundeasilyon foot. 3 Nobodytakesany noticeof tourists. 4 Differentracesand nationalities are takenfor granted. 5 Youcan get to know your way aroundquickly. 6 The localpeopletake advantage of foreigners. 7 lt's difficultto get to know the peoplewho livethere. B lt's cheapand easyto take publictransport. 9 Youget a lot of homelesspeoplein the shopdoorways. 10 A lot of streetcrimetakesplace. 11 The cost of livingoftentakesvisitorsby surprise. 12 Driversare courteousand taketheirtime.


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andcriminals VocabularyCrimes andmixed conditionals GrammarThird go how Language to Describing things could havebeen different

N o tg u i l t y l Aim

Procedure

To practiseusingthird and mixed conditionals

One copy of SheetA eachfor half the class,one copy of Sheet B eachfor the other half

1 Dividethe classinto smallgrbups.Givehalfthe groupsSheetA and the otherhalfSheetB. 2 Studentsreadaboutthe criminalon theirsheetand out the factsin orderof significance in relationto the crimecommitted. 3 Theypreparea statementin defenceof the criminal,explaining how thingscouldhavebeendifferent,usingconditionals where possible. 4 They readthe defencestatementto one of the groupswith a differentsheet,who act as judgesand decideon the sentence.

Time

Extension

30 minutes+

Writing:Studentswrite the defence statement for one or both of the criminals.

Materials

Preparation Copyand cut SheetsA and as above

Notguilty!

Jimmy Franks, armed robber

He was bullied,atschool. _ r ' l

r "

'' l

'

Hts friends encouragedhim to shoplift,,, r '' ,

He watcheda lot of violent videos.

i

He found schoolworkdifficult, '

,

,r,",' ,,

Sally Ronkswood, drug smuggler Sheis a drug addict. She owes an enofinous amount of money. Her boyfriend persuadedher to do it. She was being threatened. She has a very low IQ. Her parenti abusedher physically. She didnlt understandhow seriousthe cflme was.


101 l

problems fordescribing VocabularyPhrases results andgetting FunctionsComplaining withdifficult situations to go Coping Language

I It'sjustnotgoodenough Aim

Procedure

To practisemakingcomplaints

sheets. 1 Put studentsinto pairs(A+B)and give them the corresponding A Student A taking Part and read the two dialogues, Student 2 Students and studentsto work on their intonation B takingPartB. Encourage (NB In eachdialogue, the to soundtrulyannoyedwhen complaining. 'customer' cannotsee the otherperson'slines.) 3 Get them to practisethe dialoguesseveraltimes so that they are familiarwith them. then chooseseveralpairsto act them out for the classfrom memory. 4 Studentsmove into differentgroqpsor pairs,As togetherand Bs together.StudentAs composea letterof complaintto the managerof the restaurant.StudentBs comBosea letterof :complaintto the CustomerServicesdepartmentof the train company.

Materials One copy of SheetA eachfor half the class,one copyof SheetB eachfor the otherhalf

Time 30 minutes+


102

Extension Writing:Studentscomposedialoguesin which the customerscomplain In oerson.

I t ' sj u s tn o tg o o de n o u g h ! Y O UA R EA C U S T O M EIRN A R E S T A U R A N T . A: Excuseme, l'm sorry to bother you, but ... B : @@ A: Well, those peopleover there are smoking. You're not supposedto smoke in here,and ...

@o A: Yes, but I get asthma, you see. B : @o B:

A: o h !

Y O UA R EA N O F F I C I AA LTA R A I L W A S YT A T I O N . B: couldyou tell me which platformthe Londontraingoesfrom, please? A: The Londontrain? lt's gone. B: What do you mean,gone? A: lt went twenty minutesago. The timetable,schanged. B: Whatl? | didn'tknow. A: well, there'sa noticeover there, look, 'New weekendtimetabre'. B: But how am I supposedto know that?And how am I goingto get to London? A: Nexttrain's in three hours, lthink. Go and have a cup of coffee! B: Welll

Y O UA R EA W A I T E RI N A R E S T A U R A N T . A: Excuseme, l'm sorryto botheryou, but ... B: Yes,what is it? l'm quite busy, you know. A: Well,thosepeopleoverthereare smoking.You'renot supposedto smokein here,ano . B: Surelythey're not hurting anyone? A: Yes,but I get asthma,you see. B: l'll get them to sit a bit nearerthe window, OK? A: Ohl

Y O UA R EA P A S S E N G EART A R A I L W A S YT A T I O N . B: Could you tell me which platformthe Londontrain goes from, please?

n,@0

B: What do you mean, gone?

n' @@

B : W h a t ! ?| d i d n t k n o w

n' @@

B: But how am I supposedto know that? And how am I going to get to London?

n,@O B: Well!


103 l

forannoying habits V o c a b u l a rExpressions y present continuous and simple fordescribing G r a m m a Present r change g o Talking about L a n g u a gt oe changing situations

Trends Aim

Proced ure

To practise/ consolidate vocabulary and tenses,especially the present continuous tense

One copyof eitherSheetA or SheetB for eachstudent

1 DistributeeitherSheetA or SheetB to eachstudent.Make it clear that the graphandthe text are not connected. 2 Givestudentsaboutfive minutesto studytheirgraph,thinkingabout how they mightexpressthe trendsshownon it, and to readthe text underneath, thinkingabouthow the gapsmightbe filled. 3 Studentswork in pairs(A+B)to ask and answerquestionsto complete theirtext (withoutlookingat theirpartner'ssheet,of course!). 4 Holda sessionof classfeedbackto checkanswers.

Time

Extension

Approximately 30 minutes

a class/group,discusswhat factorsmightexplainthese Speaking:As trends,and how they would comparewith students'own countries.

Materials


A N S W E RK E Y ng on food, transport a nd com m unications ',f am!ly'SD,endi Since1967,spendingon food has beewfaLLLwgsteadily. Nowadays,the averagefamily Ls sTewdLwgless than r.=% of the totalbudgeton food Overthe sameperiod,peoplehave , been spendingwtore and wvoreon transportand ,,,,,i,,,:,,.:,.,r,:,,r,r,,,,1.rrr.,' comm unications. Although the rate tevef]ed,, 1 9t97,,,,i1,, off ,afterr startedIo rLseagain,and Ls stLLLgolwg vtq .

:.r

.',t.1.,

"'l

'r: l'l

1l'r''11'1:1'.'l'1

Religiousmarriagesvs civi'l: Cergmoniesin the UK ""' .'l,i':r,' Between1950and 1970,therewas a steadyfaLLin the number of religious,marriages taking'place, and a corresponding rLsCin

ceremoniesareow the iwcrease.

104

Trends

70 RELIGIOUS

60 50 40 30 20 10

1950

1960

1970

1980

1990

2000

Religiousmarriagesvs civilceremoniesin the UK 1950-present Familyspendingon food and transportand communications Since1967,spendingon food _ steadily.Nowadays,the averagefamily_ less o/o than of the total budgeton food. over the same period,peoplehave been spendingand on transportand communications. Althoughthe rate levelled off after 19_ again,and _ . , it startedto _

Transportand communication

1967

1977

1987

1997

Familyspending on food andtransportandcommunications l 967-1997 Religiousmarriagesvs civil ceremoniesin the UK Betweeni950 and 1970,therewas a steadyin the numberof religious marriagestakingplace,and a corresponding in the numberof civilceremonies. In fact,by 19-, the numberswere more or lessequal.By 1980,about_ of all marriageswere not religious.since then, civilweddings_ continuously, and _, whereasreligiousceremoniesare _ . @ Pearson Education 2002

105

VocabularyPhrases to describe houses Language to go Talking about homes

Deceptively spacious Aim

Proced ure

To practiseunderstanding and providingdescriptions of houses

1 Put studentsinto pairsor smallgroupsand give eachstudenta copy of the sheet. 2 Allow time for the studentsto studythe sheet. 3 Studentstake turns to describea oicturewhile the othersin the group matchthe descriptionwith a text. 4 Checkthat the whole classhaveagreedwhich picturematches which text. 5 Individual studentsdescribeone of the housesto the class.and the classmatchesthe descriptionwith the picture

Materials One copy of the sheetfor each student

Time 30 minutes+

Extension

Prepa ration

writing:studentsre-readthe texts and note the use of euphemism (e.9.'in needof some attention'), formallanguage(e.9.use of the 'jargon'(e.9.'semi-rural 'offers passive), as well as locality', the benefitof', 'ready to hand').In pairsor smallgroups,studentswrite descriptions of theirown housesor flatsin a similarstvle.

Copythe sheet as above.lf possible,havea set of EnglishEnglishdictionaries ready

ANSWE R KEY 1 e

2 b

3 a 4 c

D e c e p t i v se pl ya c i o u s

Dltiffrtilliltll

@ pearson Education 2002

107

English V o c a b u l a rU y S/UK GrammarTobe/getusedto Language to go Describing a personal change of environment

Getusedto it Aim

Proced ure

To practiseusing use to, be used to, get used to

One copyof SheetA eachfor half the class,one copyof SheetB eachfor the otherhalf

1 ArrangestudentsintoA+A and B+B pairsand give out sheets accordingly. 2 Studentsbrainstorm answersto the questions.For StudentAs, this dependsto a certainextent on students'knowledgeof differences 'Britain' betweenthe two countries/cultures, so change to another countrystudentsknow bettel if hecessary. 3 Rearrange studentsto makeA+B pairs. 4 As and Bs shareand discussideaswith eachother.

Time

Extension

30 minutes+

Writing:Studentswrite a letterto a penfriendwho is planningto visit the town. them, describing

Materials


Getusedto it lmaginesomebodyfrom Britainis visitingyourtown. What would he/she haveto get usedto, andwhat wouldthey alreadvbe usedto? accommodation climate dresscode driving entertatnment etiquetteand manners food ranguage money publictransport

snops workinghours

what are the differencesbetweenyour town now and your town 50 yearsago? accommodation climate dresscode driving entertainment etiquetteand manners food ranguage money publictransport snops workinghours


109

clauses GrammarRelative anddefining things to go Describing Language

C a l lm y b l u f f Aim

Procedure

To practiseusing relativeclauses

'Call My Bluff' 1 Tellstudentsthat they are goingto playa gamecalled z Put studentsin groupsof six and give eachgroup a set of cards, olacedface down. Grouossubdivideintotwo teamsof three. 4 The teamstake turnsto take a cardand studythe descriptions (in bold) is true,the othertwo of the animals.One description are false. descriotions 5 Theytell the otherteam the nameof the animal,and then give one Theycan onlysay one sentencefor true and two falsedefinitions. andthev must use relativepronouns. eachdefinition. 6 The othersguesswhich is the correctdefinition.

Materials One copyof the sheetper six students

Time 30 minutes+

Prepa ration Copysheetsas abovethen cut to makesets of ninecards(1-9)

110

Extension Speaking:Havea competitionto see who can makethe longestsentence aboutan imaginary animal,usingas manyrelativepronounsas possible. Writing:Studentswrite their own true and false definitionsfor unusualanimals.

Callmybluff

A an insect/ carriesmanydiseases B a bird/ its wings look like eyes C a fish / it can breatheair

t..]liii]pl f.::lll,i i:i:lii:rl:ll it:,tt::a: !i]:i.i::: l :.::lli. 1-.i::..;?t

i;, A a reptile/ lookslikea dinosaur B a bird / its feet are covered in feathers C a smallmammal/ it's very popularas a children's oet

f4ffifjnafllEFE @ pearson Education 2002

111 l

VocabularyExpressions to describe mood Grammar Tohave/getsomething done youhavedoneforyou Language to go Talking about things

Getit sorted! Aim

Procedure

To practiseusing to have/get somethingdone

Materials

1 Put studentsin pairs(A+A,B+B)and giveout the sheetsaccordingly. 2 Studentsreadthe exampleand then thinkof a suitablesentenceto start or completeeach pairof sentences.The secondsentencemust always includehave/get something done. 3 Studentsregroupinto pairs(A+B)and comparesheetsand answers.

One copy of SheetA eachfor half the class,one copy of Sheet B eachfor the other half

Extension

Time

Writing/Speaking:lnpairs,studentswrite five more pairsof sentencesto add to the sheet,then exchange/compare them with otherstudents'ideas.

30 minutes+

Prepa ration Copyandcut SheetsA andB AS ADOVE

112

Getit sorted ! ExampleThegrassis short. 1

l've just had it cut. Let'sget it painted.

2 I can'tcarryall this shopping, Havethem shortened. then. 4 Wheredid you get this pizza? tr

I got it done in the shopl

6 l've changedmy address, l've had it painted. 8 l'd love a oizza v

No, I hadthem made.

1 0 Mv bike is broken. 11

Yes.I had them forwarded.

1 2 Thegrassis long. 13

Get some made!

1 4 Where'syour bike?

Example The grassis short.

I'vejust had it cut.

1 The houselooksawful. 2

Haveit delivered.

3 Thesetrousersare too lono. 4

I had it delivered.

5 DidyouwrapJane'spresent? 6

Haveyour mail forwarded,then.

7 The house looksgreat. 8

Let'sget one delivered.

9 Didyoumakeyourcurtains? 10

Getit fixed!

1 1 Didyouget allyourmessages? 12

l'll get it cut.

1 3 I needsome curtains. 14

l've had it stolen.


113

V o c a b u l a1r yAgesandstages V o c a b u l a2r y Phrasal verbs 2 growing L a n g u a gt oeg o Talking about up

Looking afterthe kids Aim

Proced ure

To practiseusingphrasalverbs and adaptingregister

1 Put studentsinto pairs(A+B)and giveout the sheetsaccordingly. 2 Studentsreadtheirtextsandthen substitutethe verbs/expressions rn italicswith the onesin the boxes(changing theirformsas necessary). Studentscompareand checktexts and decidewhich is moreformar.

Materials One copyof SheetA eachfor half the class,one copyof SheetB eachfor the otherhalf

Time

Extension Writing:Studentswork in pairsto producea text with as many phrasal verbsas possible. Theythen exchangetextswith anotherpairand 'translate' phrasal the verbsinto moreformalEnglish.

3 0 m i n u t e s+

ANSWER KEY


think'cardfully'about the responsibility you will b€rtakingonl ltrs.. not as easyas it lookslOn the one hand,you will want the to like you, andyou will needto lookafterthem iust as : r'children theirparentsdo. On the otherhand,you will sometimesneedto

: . ' i . , : l :

. l : l

f ,r-'td"-1

itr:

Looking afterthekids Beforeyoumakea decision youngchildren, aboutteaching thinkcarefully a b o u t t h er e s p o n s i b i l i t y ywo iul l b e a s s u m r n gl t!' sn o t a se a s y a si t l o o k s !O n the one hand,you will wantthe childrento likeyou,andyou will needIo care forthemjust as theirparentsdo. On the otherhand,you will sometimesneed to reprimandthem. Youmust not toleratebad behaviour and children mustnot escapepunishment. Childrenwill not respectteacherswho cannotcontrolthem.Youmustalso ensurethat you neverappearto be bullyingany of your pupils.Finally, beforeyou start anticipating short workingdaysand longholidays, rememberthatthe children will exhaustyou, and you will find yourself asleepfor mostof thoseholidays! end up get away without look after look forwardto look up to make sure make[. . .l mind up pickon put up with take on tell [. , .] off tire [. . .] out

Youhaveto admirewomen who go out to work andraisechildrentoo. Supervising childrenis a full-timejob anyway,but if you haveundertakenpaid employment too, it canbe extremelystressful. Workingmothersnot onlyhave Io endurestress,however.Theycan often come to havefeelingsof guilt,too. After a hardday in the office,it's onlytoo easyto comehomeand startharassingyour kids and scoldingthem, eventhoughyou've beenexcitedaboutseeingthem all day.On the otherhand,non-working mothersdon't escapewith an easy life,either- manycomplain of boredomand isolation. bring up end up with get away with look after lookforwardto look up to pickon put up with takeon tell [. . .] off


115

Vocabulary Wordbuilding: measurements G r a m m aModals r forpastdeduction g o L a n g u a gt oe Speculating about Iifeinthepast

Cleverconstruction Aim

Proced ure

To practisemakingdeductions ^l-'^' '+ +l-.^ ouuur u rv

^^^+ l-,,dJt

Materials One copy of the sheetfor each student

Time 30 minutes+

1 Put studentsin smallgroupsand handout the sheets. 2 Studentsreadthe factsaboutthe first buildingand completethe table.They must be readyto justifytheiranswers. 3 They repeatthe processwith the secondbuilding. 4 The groupsreportbackto the class,explaining/discussing their answers,using musf have,might/could/maVhave and can't have.

Extension Speaking:In pairs,studentsmaketwo or three more guessesabout eachbuilding,usingthe givenfactsand/or theirown general knowledge,and then sharetheirideaswith the class.

Prepa ration Copy sheetsas above

S U G G E S T EADN S W E RK E Y The EiffelTower

116

i

I [

Ii

,

The Eiffel Tower, Paris

I

i tir

It was designedon computers. It was madehorizontallv and then liftedinto oosition. Somepeoplethoughtit was ugly. Peoplethouqhtit wouldfall on top of them. Severalpeopledied makingit. The builders'handsfrozein winterand burnedin summer, The first restaurantat the top was a burgerbar. The top was droppedinto placeby a helicopter. They had hundredsof engineers workingon it. Theywere worriedaboutthunderstorms.

T h e P a l a c eo f V e rsa i l l e s,2 3 km SW of Par is

il r,i

maybe

Architectswere flown in from abroad. It took yearsand yearsto buildit It was verv difficultto build. It was very smelly. The builderslivedon the site The builderswere well oaid. The designwas basedon a photograph. The roomswere huqe. Therewere lots of kitcnens. Therewere lots of stablesoutside.

Elmif*ilI7AGfE


117

VocabularyPhrases fordescribing films reactions FunctionExpressing go your to Language Giving opinion

On location Aim

Procedure

To practisereadingand composingfilm reviews

1 Put studentsinto smallgroupsand handout the sheets. 'Love 2 Studentsreadthe review of and Beyond'and then compose their own version,usingthe handwrittenopinions. 'The 3 Studentsthen readthe notes about Big Freeze'and preparea secondreview,in written or spokenform. 4 Groupscompareand discusstheir results.

Materials One copy of the sheet for each student

I rme 30 minutes+

Prepa ration Copy sheetsas above

Extension ln their groups,studentscomposea reviewof an Speaking/Writing: imaginary film, and exchangewith anothergroup.Theythen composea reviewof the other group'sfilm, but with the oppositeopinions.

0 nl o c a t i o n

,-!!

hitat"ir>us scenewhere they first met, and the computersall go crazy!), is not really a film worth going to see.

I l o v e dt h i sf i l m l l t

qener^L opLni,on storytine plotoqraphy speei.aL e#ect-s sta-rs sounc(traek-

DlfjffiniEEilll


6/to |/to to/to g /to 2/to 1/to

119

VocabularyPhrases to describe machines perfect/continuous GrammarFuture Language to go Talking aboutfuturedevelopments indayto-day living

Thefuture'ssmart Aim

Procedure

To practisemakingpredictions

Onecopyof the sheetfor each student

1 Handout the sheets. 2 Studentsconsiderthe likelihoodof each inventionbecomingrealityby the year 2050 and completethe sheet. 'results' 3 Tallythe for each inventionon the boardand invitestudents to justifytheir answersto the class. 'vote' 4 Takea second for eachinventionto see if opinionshavechanged.

I rme

Extension

30 minutes+

In pairs,studentsthinkof threemoreinventions: Speaking: onefor the 'yes'column, onefor the 'no'columnandonefor the 'maybe'column.

Materials

i j i

Preparation Copy sheetsas above

The f uture's smart

maybe

Healthwatch: monitorsyour healthand diagnoses futureproblems

Time-travelmachine

Virtual holiday hotels:eachguest choosesand controlstheirown holidav environment

lntelIigent houses:remote-controlled heating,cooking,food storage, shopping,security,entertainment, communrcalron

c o n t r o l e d c l i m a t e s : ' b i o d o m ebsu' i l t over cities,desertsetc.

Spacecities

House robots: performdomestictasks in everyhome

filEfifiiflTTilll

@pearson Education 2002

V o c a b u l a1r y Phrases fordescribing clothes V o c a b u l a2r y Phrases fordescribing emotions yourfeelings L a n g u a gt oeg o Talking about

Thepowerof colour Aim

Proced ure

To discusscolourschemesand theireffectson emotions

One copyof the sheetfor each student

1 Put the studentsin pairs.Studentslookat the tableand discuss togetherhow they mightcompleteit. 2 Studentsreadthe article,discuss/check vocabulary and then check 'answers' their in the table. 3 Theydesigneithera livingroom,a bedroomor an office,with details of and reasonsfor the colourscheme. 4 Studentspresenttheirdesignsto the rest of the class.

Time

Extension

30 minutes+

Writing:Students-produce detailedplansfor their designsfor a classroomdisplay.

Materials

Prepa ration Copysheetsas above;if possible, rcadv havea Setof dictionarieq

\ , f , V '-r ' r , i s L f tt f !:'{ i It |

-

4'L'-':i 4,:ri,.

' ' l';'-'. :i .: .: ;.i:i;tJji-.

.! r,;: (ri,(: .,.

{ , . 6 . , r , " , r u t51 f t i , t , ; , " :

'"

*A i "a

122

tli""'!'.tti

t'î '

i'4

t*t{tt' i r'

i ''':{' \a;trt{i;"i'u71

T h ep o w eor f c o l o u r

green violet depressing energrsrng yellow simplifying

fiffrif*iEEfill a Fearson Eaucarnn 20a2

123

VocabularyVerbs usedforreporting GrammarConstructions withreporting verbs go people's Language to other Giving opinions

Famouslastwords Aim

Procedure

To discusspredictions

30 minutes+

1 Tellthe studentsthat they are goingto readsome predictionsthat were all made in Britishnewspapersin the year2000. 2 Put studentsinto pairs(A+A,B+B)and give out the sheetsaccordingly. 3 Studentsconsidereach category1-4 and note down what they guess the oredictionswere. 4 Put studentsinto new pairs(A+B). 5 Studentsreportthe true predictionsto their partners(NB they are not allowedto readthe texts, they must use reportedspeech,e.g. ln 2000, they thoughtthat ... ln 2000, somebodywrote that ...l. 6 Studentscomparetheir own ideaswith the true predictionsano reportbackto the class.

Prepa ration

Extension

Copyand cut SheetsA and B as above

Speaking:Copythe followingquestionsonto the board.Students discussthe questionsfor,someor all of the categories. o ls it a good idea? o Has it alreadyhappened? . ls it likelyto happen?

Materials One copy of SheetA eachfor half the class,one copy of Sheet B eachfor the other half

Time

Famous lastwords

2

Cars

3

Books

4

Money

Robots Withina few years,IBM researchers and othersbelievethey will succeedin creating the first robotcapableof reproducing itself.Thiscouldenablethe development of powerfuland cheapelectronicdevrces. incredibly Employment Jobs will be lost as old forms of work are replacedby new ones. However,that will not increaseunemployment. Software industry In five years,the currentsoftwareindustrywill be dead.We will accessall our software via the web insteadof by a cD, which is out of date by the time vou installit. R o a d - b u i l d i nm g aterial After2002, recycledglasswill routinelybe turned into tarmacfor roads.

1

Robots

Employment

3

Software industry

4

R o a d - b u i l d i nm g aterial

Medicine Eachof us will be in possession of a gene chip- our own personalDNA code. Everydoctor'ssurgerywill havesophisticated softwarethat can read it. From birth, - the likelihood we will know our inheritance of heartdiseaseor certaincancers. We will know what to do to minimisethe risk. Cars The internalcombustionenginewill soon be history.Thereis stilla way to go, but carsrun on fuel cellswill be with us bv 2004. Books The book is dead.The book is goingto becomeextinct.By 2020,907oof everything you readwill be deliveredin an electronic form. Money When our spendingpower can be transferredinstantaneously over a securenetwork, then moneywill no longerbe required. @ Pearson Education 2002

125

V o ca bularTypes y of books Participles innarratives Gra mmar stories Language to go Telling

S u d d e n lwy o n d e r i n g Aim

Procedure

To practiseusingparticiples and adverbs

1 Put studentsinto pairs-(A+B) and give out the sheetsaccordingly. study their lists 2 Students and chooseten words,which they underline. 3 Studentsthen work togetherto createa story which includesall the participles and adverbs. underlined 4 Studentsreadout/tell theirstoriesto the rest of the class.

Materials One copy of SheetA eachfor half the class,one copy of Sheet B eachfor the otherhalf

Time 30 minutes+


S u d d e nwl yo n d e r i n g

believing

feeling

looking

swrmmtng

cleahing

f lying

riding

throwing

cuttrng

hiding

runnrng

wavrng

driving

rmagrnrng

screamtng

whispering

f earing

knowing

searching

wondering

accurately

completely

loudly

slowly

badly

happily

quickly

strangely

briefly

hard

quietly

suddenly

carefully

horribly

sadly

urEoily

late

secretly

# i,t&

w

s


I I I I I I I I I I I I I I I I I I I I I I I

127

phrases GrammarPrepositional about working ina company Language to go Talking

web Spider's Aim

Proced ure

To practiseusingprepositional phrases

1 Put studentsinto groupsof at leastfive. 2 Givethree studentsin eachgroupa copy of SheetA and the others a copy of Sheet B. The studentsreadthe descriptionof the company Spiders. The three studentswith SheetA allocatethe candidateroles (theycan cut up theirsheetsif they wish to) and discusswhat their strengthsand weaknessesmight be. The studentswith Sheet B (the'managers') plansome questionsto askthe candidates. ? The managersintervieweach candidateone by one. A The managers then discusswho is the best candidate, while the candidatesdiscussthe interviewsand guesswho will be appointed. The managersoffer the job to the successfulcandidate. 6 The groupsreportbackto the classand discussthe different decisions.

Materials One copy of SheetA eachfor approximately halfthe class,one copy of Sheet B eachfor the rest

Time 30 minutes+

Preparation Copyand cut SheetsA and as a00ve

S p i d e rweb 's

Let UsPrrtY#ffi f-n The Web! Spiders is q new compqnywhich designswebsites. Mosf of its designerswork from home. lts clientsincludelocol businesses,schoolsond colleges,qs well os privote Internetusers. Becouse it isverysuccessful ondexponding ropidly,it needson Operotions Directorto oversee theentlreorgonisotion. Youare Jo Salisbury andyou are22. Yougraduatedin ComputerStudiesand BusinessManagementlast year.Thiswould be yourfirst realjob, althoughyou worked in a bar lastsummer.Youlike meetingpeopleand you are lookingforwardto earning some moneyat last.

Youare Alex Cliftonandyou are32. At the moment,you are a teacherof lT at a local secondary school,but you are lookingfor a differentjob. You likethe ideaof beingin charge of otherpeople.Youare a methodical and organised person.Youare marriedwith two youngchildren.

LTder,

Youare StephPorterand you are 25. Youhavea degreein Mathematics and you are a computerenthusiast. Since you graduated, you havebeen travelling and you spentlast yearworkingas a computer advisorin the USA.Youloved the Statesand want to settle thereone day.

t-ttsPrrtWffi&,$ -nTl€Webl

Spiders is q new compqnywhich designswebsites. Most of its designerswork from home. lts clientsincludelocoi businesses,schoolsond colleges,os well os privote Internetusers. Becouse it isverysuccessful ondexponding ropidly,it needson Operotions Directorto oversee fheentireorgonisotion. Youare the Directorsof Spiders.Youare goingto interview candidates for the post of Operations Director, to be in chargeof the overallorganisation of the company.The Operations Directorwilr oe responsrble for the workloadof eachdesignerand will liaisewith t h e m o n a d a i l yb a s i s H . e / S h ew i l l n e e dt o b e s o m e o n ew h o c a n copewith suddenchangesof planand dealwith emergencies swiftly,as well as someonewho can work on theirown. you will be dependingon theirjudgement.The Operations Directorneedsto havea thoroughworkingknowledgeof computersbut does not need to be a specialist in web design.


129

V o c a b u l a rBody y idioms idiomatic English L a n g u a gt oeg o Using

O u i c kd r a w Aim

Proced ure

To practiseusingidioms

Prepa ration

1 Dividethe classintotwo teams.Giveeachteam a copyof SheetC. 'cards' 2 Shuffleeach set of and olacethem face down at the front of the class.one set for eachteam. 3 One playerfrom eachteam comesto the front and looksat the first cardfrom the relevantpile.He/Shethen placesthe cardfacedown nextto the pileand returnsto the group. placeon SheetC and drawsthe 4 The playerfindsthe corresponding meaningof the idiomfor the rest of the team to guess,takingcare not to shoutout the answer(theotherteam will hearl). 5 When the first idiom has been guessed,a differentplayergoes to lookat the next cardin the pile.Playcontinuesin this way untilall the idiomshavebeenguessed. 6 The firstteam to guessall theiridiomscorrectlyare the winners.

CopySheetsA and B and cut each one into a set of fourteen cards;copy SheetC as above

Extension

Materials One copy of SheetA, one copy of Sheet B, two copiesof SheetC

llme 30 minutes+

Speaking:Studentsremainin their teams.The teams exchange SheetC. The two teamsstudythe new drawingsand guessthe idioms. When they havefinished,they checktheiranswersagainstthe other team'sset of cards.

I

fi i

I

-q I

n p I

t

0 u i c kd r a w r

1

I ^v; ,. ,v^ e .y, û, u, ^ h a n d "

i

i

2 catchsomeone's eye

i

4 facefacts

l----------5 get on your nerves ;

i ---r------I

t

face facts

i

z keepyourfingerscrossed

i

+ get out of hano

--------r-i

- - - T -r - - - - - -

n oer fho ( , r v clhornr vv( "

i

i

i

6 haveyour handsfull

i

O makeup your mind

| |

7'

t r

1 J

i

g get on your nerves g cheekrr

,k\cscsnv

ryrvnut rt r f|i,n, nr voer cr o n co v rr nvcr o ed u

F---------i 8 get the elbow

9 breakyour heart

i

F---------| ^^

i

--_---|

lU learnby heart

t ----t---___

i I

______-_r__

r----_______

1 1 m a k eu p y o u rm i n d

i

--------+-i

F - - - - - - - - - -

t2 on theotherhand

ir - - - - - - - - - i

1?

L---------|

i

^

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|

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a\r^ -6 )\ /,6- f.n- e ye - - - , .

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nn +hn a+A^. On the Othef

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t

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____________{

10 giveyou a hand

i

|

---------1

t t h a v ey o u rh a n d sf u l l _ _ _ _ - _ _ _ _ _ _ J

i --------t--

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r 2 breakyour hearr L ^1 3 c^ â+ t^-C h-s^ "ô'- ^m^ ê- ô, n e ' s e- v- e- - - - - - - - - - - - - - - - - - - - - - - ' l

14 learnby heart

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VocabularyPhrasal verbs fordescribing opportunities Grammar Should have/if only/msh+ pastperfect Language to go Talking about regrets andmissed opportunities

C r y i n go v e rs p i l tm i l k Aim

Proced ure

To practiseusingshould(n't)have, I wish, if only

i Put studentsinto groupsof aboutfive. 2 Giveone student in each groupa set of cards,the other students havea differentboardeach. 3 The studentwith the cardsreadsout the first one, and the others look at their boardsto see if thev can follow the sentencewitn a suitablephrase(e.9.l've lostmy job ... I shouldn'thavearguedwith the boss). 4 The first personto call out correctlytakesthe cardand placesit over the corresponding squareon theirboard.NB The whole groupmust agreethat the phraseis appropriate. 'story', 5 lf necessary, the studentmust justifyit by explaining the e.g. ' lf I hadn't argued with the boss,he wouldn't have fired me! 6 As soonas one studenthas completedfour squares,he/she takes 'caller'(i.e. the roleof he/she takesthe remainingcardsand gives 'caller' the first his/her board).Continuechangingthe roleof the callereverytime a studentgets four squares. 7 Continueuntilall the cardshavebeentakenor untilone studenthas completeda card.The winner is the personwho has covered the most souares. B Rememberthat thereare no rightor wrong answers.Providedthat studentscan justifytheir responses(usinga conditional, of coursel), they shouldbe allowedto win the card.Forexample,the obvious answer 1o I didn't pass my exam is I should'vestudied harder. However,it could also be I should've worn warmer clothes (lf I had worn warmer clothes, I wouldn't have shivered so much during the exam and my wilting would have been easier to read!).

Materials One copy of SheetA per five students,one copyof SheetB per ten students

Time 30 minutes+

Prepa ration Makecopiesof SheetA as aboveand cut them into sets of 'cards'; sixteen makecopiesof Sheet B as aboveand cut it to makesets of the four 'boards'

Extension Speaking/Wrifrng; Studentsmaketheir own versionof this game,and playit with the class.

Crying overspihmilk I've loaL ny job,

I can't dance.

I'veforqotten to buy the milk,

Weloat I

the match,

I I

- - - - - - - - - - - - - - J

I'm broke.

l'm not fit.

I waa late,

I cauqht a cold,

I don't feel well.

My hearb te broken.

I didn'Lpaaa my exam.

I had an arqument with hin,

I'm lonely,

My wallet'o beenetolen.

Thecar's run out of petrol,

It waean awful holiday,

Heshouldn't havestartedit.

l f o n l yI h a d n ' t ealenso mucn.

I shouldhave joinedthe gym.

lf only l'd won

I should'vemadea shopping list.

I shouldn'thave left it in the car.

I should'veIistened to my friends.

I shouldn'thaveargued with the boss.

I wish I'd had lessons.

I wish I'd played better.

I w i s h I ' d g o n et o bed earlier.

I wish l'd noticed the gauge.

I wish we'd never gonethere.

I wish l'd understood it better.

l f o n l yI c o u l dm e e t more people.

I wish we'd never meI.

We should'vegone somewnereelse.

I should'vefilledit up yesrerday.

Youshould've remindedme.

I should'velearntwhen I was younger.

I should'veworn warmerclothes.

I should'vegot up earlier.

I should'vestudied harder.

I wish I hadn't startedsmoking.

I w i s h I ' d k e p ti n touchwith my old schoolfriends.

I wish I hadn't been rude.

I wish I'd stayed at home.

tho

lnttanr

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lf only I had been morecareful.

We should've trainedmore.

lf only I hadn'tbeen lateso manytimesl

i i I I

--------_____.i @ Pearson Education 2002

English social FunctionUsing therightthing L a n g u a gt oeg o Saying

I t ' sa p l e a s u r! e Aim

Proced ure

To practiseusingappropriate responses

1 Put studentsinto groupsof four or five and giveeachgroupone 'cards'. set of 'cards'. He/She callsout the first 2 One studenthasthe set of prompt(in bold) and the othersguessthe responsewrittenon the card (in italicd. 3 The first studentto callout the correctguesswins the card. Explainto studentsthat the answeron the cardis not necessarily the only possibleanswer,so they may giveseveralappropriate 'correct' remind responsesbeforearrivingat the one. lf necessary, them that all the phrasesare featuredin Lesson40. 4 The cardsare passedaroundthe groupso that eachstudenttakesa turn at callingout the prompt.This can be done after everycardor every two or three cards. 5 The winner is the studentwith the most cardsat the end of the game.

Materials One copyof the sheetper four or five students

Ime 30 minutes+

Prepa ration Copythe sheetas aboveand cut 'cards' into sets of twentv

l'm terribly eorry, Don't worcyaboubit.

CanI get you a drink? That'averykind,but I'mjuot leavtnq.

Do you fanay comingout tonight? That'd be lovelv.

It was reallykind of you to help. You'rewelcome,

Thank you so much. It'e a pleaaure.

l'm eorry,but I can't,help. It's no problemat all,

Howabout havlnga pizzatonight? Good idea. I'd love Lo.

I paeeed my examt Congratulatione!

We wonl Welldone!

Do you fancy joining ua? I'd loveto!

I'm afraid it'e bad newo. Howavrful!

l'm afraid 1ob'e had an aoaident, l'm eorry to hear that,

I I I L - - - - - - - - - -

5ee you againeoon, Bye!

5orryaboutthat, That'aall right.

Wouldyou mind if I eat here? No,not,at all.

CanI helpyou? No,but thankyou anyway.

You'fl nevergueeewhat ,,, I got thar jobl Drilliant!

Howaboui goingout tomorcow? Thankyou for the offer, but I can't.

It was lovelyto eee you, Youmuat comeaaain,

l'm off to the airpora. Havea good trip. --t

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135 I -!

Test1 4 Put the sentencesfrom a magazinearticle in the correct order.

Grammar 1 Complete the dialogue using the present simple, present continuous, past simple, present perfect or going to forms of the verbs in brackets. (do)today? you David: What t ( w o r k )o n M o n d a y sb, u t Liz. W e l l ,I u s u a l l y '(have)some friendsroundfor today | " lunch. (cook) David: That'snice.What o _you for them? (make)some freshpasta,I think. Liz l'm u 6 you David: {not make}that for me once? (do).I I (not make)it Liz: Yes, | 7 s i n c et h e n . ( b e )d e l i c i o u sI .r e m e m b e irt w e l l . D a v i d : l t n'o (enjoy)cooking? you Liz Yes,usually,but I haven'tgot much time today,so i t w o n ' t b e s u c hf u n . David: Do what I do - buy it from the supermarket!

@ 2 Gorrect the ten mistakes in this itinerary for a holiday to India. Our tour startson Monday25th September.' The planeis takingoff at 9.45.On arrivalat Delhialrport,a coachmeets us and takes us directlyto Agra.' The lourneyis lasting approximately four hours.Next,we checkinto Clark'sHotel. 3 We hopingrelaxand enjoythe swimmingpool beforewe go out. o I think afterthat we will havinglunchin the Rajah'sRestaurant.5 l've neverhad real lndianfood before, so l'm lookforwardto tastinga genuinecurry. 6 The first excursionstartingat 2.30.First,we're goingto ' Many go to the world-famousbird sanctuaryat Baratphur. birdswill migrateat this time of year,so I'm sure it's going to be an interestingafternoon. e -

" Tuesdayis beginswith a visit to the TajMahal!The brochuresaysa tour guideis comingwith us. ' He goingto tell us the wonderfulstory of the TajMahal.10| think it's beingthe trip of a lifetime.

Couchpotatoor fitnessfreak? A So,do youconsideryourselfto be in B up aerobics? C hourseverydaysurfing D with friendsis a form of exercise?Or have E goodshape?Or do youspend F youjusttaken G W? Do youthinkthatcatchingup H the Intemetandwatching 1 5

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7

4 8

5 Correctthe ten errorsin this interview musician. Tom: Welcometo the show,Andy.' You'vejust released a n e w a l b u m ,d o n ' tV o u ? Andy: Yes,I have! lt's calledMidnighft Whisper.'You've got a copy here,did you? Tom: Yes.3 Let'splava trackfrom it now, will we? a The first track'sthe one you wrote in New York,doesn't t1 /

Andy: Yeah.We're releasingit as a singlesoon. Tom: 5 lt's the one that hasthe subwaysoundeffects, aren'tthey? Andy: Yesl lt was brilliantrecordingthose 6 But people alwaysstareat celebrities, aren'tyou? Well,you shouldhaveseen the kidson the subway Tom: 7 | bet they couldn'tbelieveyou were there,can they? Andy: No! They lovedit. I hadto sign thousandsof autographs. Tom: 8 So, your next tour isn't in Britain,isn't it? n You're dpinga gig in Parisnext,will you?' A n d y :Y e s .T h e nw e ' l l b e i n L o n d o n1. 0Y o u ' l cl o m e a l o n g , s h a l lv o u ? Tom: I certainlvwill

C--LO 3 Replace the words in,ifalics with the correct tense of the phrasalverbs in the box. c o m e a c r o s s s p l i tu p get on

f a l lo u t

m a k eu p

My two best friends have decidednot to be together anv more. Jane and Simon had a row, too, but they became friends againvery quickly. It's sad when that happens.lt's greatwhen peopleen1by each other's company. Peopleoflen have an argumentover the least important things. I foundan old letterfrom Jackyesterday.lt broughtback very happymemories

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Testi-Lessonsl-10 6 Complete the postcard using the correct form of the verbs in brackets.

9 Complete the notes for a CV with the correct form of the words in brackets. 1 l'mwell I haveexcellent J I m very 4 l'm highly 5 I don't find hardwork 6 I havevery good 7 My work is 8 l'vebeen I f i n dn e w c h a l l e n g e s 1 0 I enjoybeinga team

DearJ,.{lian

2

(travel) s k i l l s (. communicate) (action) . (experience) {sfroeel

. (qualify) (innovation) i n p r e v i o u jso b s .( s u c c e s s ) (interest) (lead)

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10 Match the sentencesto make conversations. 1 2 3 4 5

Seeycvsoon Thorrfr

@ Vocabulary 7 Expand the sentences to make a conversation between two marketing people.

lt's time you broadenedyour horizons,John. My son is so naughtyI don't know what to do with him. J a c k i ea n d I h a da r e a l l yg o o dg o s s i pl a s tn i g h t D o y o u t h i n kK a t i ea n dJ a c ka r e i n l o v e ? P e t e r ' sw a t c h i n gh i sw e i g h ta g a i n .

a) So's mine.Always playingtruant. b) He shouldforgetthe diet and get some exercise. c ) l ' m g o i n gt o ! l ' v ej u s t g o t a j o b i n N e w Z e a l a n d . d) I certainlyhope so They'vebeentogetherfor ages. e) Did she confidein you?She hardlyevertellsme anything.

1 A :W h a t/ t h i n k/ t h i s p r o d u c nt a m e ?/ r e c k o n/ t o o spony

2 B .Y e s ,/ a l o n g/ t h a t .W h a t/ i m a g eI y o u l w a n t i t / have? 3 A : t h i n k/ w e s h o u l d/ c h o o s e/ n a m e/ s u g g e s/t sophistication 4 B : k n o w/ y o u m e a n .I h o w l a b o u t/ s o m e t h i n gF r e n c h ? reallyI think?/ disagree/ think/ should/ American 6 B : not / sureI that.I my view / should/ sound/ international 7 A'. supposeI righr.I Let's/ choose/ something/ short/ mooern.

11 Complete the puzzle.

8 Choose the correct options to complete Humouris a strangething.lt can bringpeopletogetherbut it can ' dividethem. lmaginebeingat a club l i s t e n i ntgo a ' _ c o m e d i a nH. e t e l l sa 1 _ All yourfriendslaugh,but you don'to _ it. 'of this,you feelsillyor,worsestill,you feel stupid. u , it's not all bad. lt's a well-knownfact that l a u g h t e r '_ s t r e s s . T h e r ea r e n o w s e v e r alla u q h t e r clinicsacrossthe countryand 8 the treatmeit is quite expensive,theirtechniquesare provingpopular. e mind in a healthybody,havrng 9ô,for a _ is definitelythe next step. 1 a) too b) also c) in addition d) as well 2 a) stand-up b) laughing c) sit-down d) joking 3 a )t a l e b ) l i e c ) l i n e d ) j o k e 4 a) have b) get c) use d) find 5 a) Result b) Cause c) Because d) Reason 6 a) In spite b) However c)Though d)Although 7 a) relieves b) likes c) makes d) uses 8 a) because b) in spite c) although d) so 9 a) healthy b) good c) well d) funny 10 a)laugh b)ioke c) happy d)fun


Across 2 Hethought he'dtricked Janebutshehadthe iaugn. _ 4 Many politicians are in the eye these oays. 6 All I ask for is a stress-_ existence! 7 lf you know what's good for you, you'lldo as you're 9 J i l la n d H u g hh a v e n ' g t o t_ , h a v et h e y ?T h e y seemedso happytogether. 1 0 Y o un e e d_ m a n a g e r i as lk i l l sf o r t h i sj o b . B u t i t can be very hardto demonstrateVou havethose skills. Down 1 Don'tyou just hatemaking talkat dinnerparties? 3 lt's time you becamemore active Yourlife is far too at the moment. We saw a greatstand-up last night.We l a u g h e dt i l l w e c r i e d . 8 lt's Sundaytomorrowso the whole familyis havinga n

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Test2 Grammar

3 Correct the mistakes.

1 Underlinethe correct options. Mandy: 1 Do you watch I Have you watched much W recently? Frank: No, not reallvbecausel2 have worked I have been working on the new kitchenin our house. M a n d y :Oh, really?" Do you finish I Have you finished it vet? F r a n k : Nearly.But we've been havinga lot of trouble d e c i d i n gw h a t c o l o u rt o p a i n ti t . S a ms t i l l 4 hasn't made didn't make her mind up!, I M a n d y :lf | 5 had I have a brandnew kitchen, l6 paint I would paintit yellow. F r a n k : Oh, yuck! Would you? lf Sam 7 choosesI chose yellow,l'll move out So, what 8 did you do I have you been doing since I last s have seen I saw you? 110help I have been helping Sam choosepaint colours,mostlv.

CD 2 Match the phrases to make whole sentences. 1 We were on the pointof 2 As longas you book the tickets, 3 l f y o u g r i l li t , 4 Theywere due to 5 Couldyou pleaseremember 6 lt's inevitable 7 Youcan stir it, provided 8 lf you weren't so moody, 9 Peteralwaysresents 1 0 l t ' sb o u n d

+n nnct

rmrrrr t rl avfri ar rv r .

i) leavingwhen it was cancelled j) get marriedin December 1

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7

8

\A/aq nt rt nf netrnl

7 Would you earna bonusif you work harder? 8 | was due to seeingthe dentistbut I forgotall about it 9 Let'snot pretendenjoyingourselves.This partyis terrible! 10 Providedyou pay in advance,we gaveyou a

4 Complete the recipe using the words in the box. amount bit of S o ,f i r s to f a l l ,take r A d d a s m a l l2 U s e3 Putinaa Next 5

some

a lot

almost

milk of cream. a l lt h e f l o u r . pepper- nor roo of salt- be generou

Vocabulary

a) it willburn. b) that he'llforget. c) you don't spillit. d ) b e i n gp a i ds o l i t t l e e ) | m i g h tl i k ey o u f) to rain. g ) l ' l lc o m e . h\

1 H e m a n a g e ds e r v i n gt h e w h o l em e a lo n t i m e . 2 lf you are rich,what would you do? 3 The politicianavoidedto answerthe most difficult question. 4 lf it rainson Saturday, we'd probablystay at home. 5 l've readthis book- | can'twait to find out how it ends! 6 We were aboutto settingoff when we realisedthe car

4 o

5 10

5 Choose the correct options to complete the text. A new comedy' startsnext week on Channel S i x .l t ' s a p r o g r a m m ea b o u ta ' c a l l e dJ a k e . J a k es p e n d sh i s l i f e3 t h e m i d n i g hot i l ,d r i v i n g his patientcolleaguescrazyandtryinga _ the woman of his dreams.Jake liveson the 5 of London,tryingto u _ a largemortgage,and dreamingthat one day he will 7 a fortunefrom his elderlyAunt Mabel. Jake'sofficesare 8 in the centreof London. Despitethe journey,Jake isn't the type of man to make '_ weatherof commuting.On the contrary!He seesthe tube journeyas the idealway of makingnew friends.One of these journeyschangesJake'slife forever. He stops burningthe toat both ends,and turns i n t oa r a t h e ri n t r i g u i nygo u n gm a n .F i n do u t w h y a t eight o'clockon Thursdays. 1 a) advert b) chat show c) cartoons d) series 2 a) overworker b) employee c) workaholic d) labour 3 a)lighting b) burning c) simmering d) grilling 4 a) to meet b) meeting c) seeing d) see 5 a) suburbs b) outskirts c) side d) edge 6 a) pay up b) pay out c) pay off d) pay into 7 al earn b) invest c) have d) inherit 8 a) located b) found c) built d) established 9 a) rainy b) heavy c) dull d) cloudy 10 a)milk b)oil c) candle d)toast

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Test2 - Lessons Lessons 6 Complete the second sentences using the words in the box so that they mean the same as the first sentences. a nightowl afford thoughtful pushy self-confident welloff hot-tempered brightand breezy opinionated roundthe clock 1 Monicais very fond of her own views. Monicais very 2 Apparentlyshe works all day and night. Apparentlyshe works 3 She stays up most of the night She's 4 S h e b e l i e v e si n h e r s e l f .

She'svery 5 She considers other people'sfeelings. She'svery 6 W h e n I s a w h e r t h i s m o r n i n gshe , lookedcheerful She looked 7 They say she can get angryquite easily. She'squite 8 She'sgot quitea lot of monev. She'squite 9 She doesn'tfind it difficultto oav for her sporus car. S h ec a ne a s i l v nersponscar. 1 0 S h e d o e sa l m o s ta n y t h i n gto get what she wants She'sreallyquite

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7 Underlinethe correct options. 1 Putthe milk in a panand takeI bring I raiseitto the boil. Once it's boiling,turn the heatdown and fry I grill I simmer it for f ive minutes. Stir I Push I Force in a heapedteasooonof flour. 4 ln a separatepan,boil I freezeI mett20g of butter. Finally,shakeI pour I throw in the hot milk. a

8 Correct the ten mistakes in this letter.

Dear Tom Well, here I am in Florence. 1I'd never met my cousin Robert before, but he's very easygoer and we're getting on fine. 2In fact, he is such a cheerful and energetic3that he makes me feel quite dulled!

I Robert is an earlier bird. so we usuallv set off early in the morning to visit a churih or an art gallery. s Then we have a long, relax meal in a restaurant. '0 I refuse to keeping to my diet while I'm here - the food is just too good. Seeyou next week. Barbara

C-rD @ Pearson Education 2002

9 Complete the advertisementusing the correct form of the words in brackets.

Thisautumn,why not choosea longweekendin the (wonder)city of Brussels? A compactand 2 _ (access) capitalcity (renown)for its restaurants, cultureand cosmopolitan way of life.Visitthe o _ (amaze) Atomium- a largesteelstructurein the shapeof an atomor soakup the 5 (bustle)atmosphere of the CrandPlacewith its gold-painted medievalbuildingsand Sundayflowermarket.Choosingsouvenirs is an 6 _ (enjoy)pastime,sowhy not lookat someof the 7 (stun)laceartefacts on offerin the manyshops?Or perhaps you would liketo indulgein someof the 8 _ (fame) Belgianchocolateinstead! Brussels: a e_ (thrive)cityfull of 10_ (charm)placesto explore.

10 Tick (/) the correct options. 1 Which of these sentencesis correct? a) He pretendedbeingmy friend. b) He pretendedto be my friend. 2 lf you are due to get marriedto somebody,are you: a) married? b) single? 3 Doyou: a ) s h r u gy o u rs h o u l d e r s ? b ) w i n k y o u rs h o u l d e r s ? 4 lf you are chilledouf aboutsomething, you are stressedabout it. a) True. b) False. 5 lf you are overdrawn,you have lots of m o n e yi n t h e b a n k . a) True. b) False. 6 Which of these sentencesis correct? a ) l t ' s a b s o l u t e laym a z i n g . b) lt's absolutelygood. 7 A placethat is cosmopolifanis full of peopleof: a) the same nationality. b) differentnationalitres. 8 W h e n t h e y a r e h o p i n gf o r s o m e t h i n g , peopre: a) holdtheirfingers b) crosstheir fingers. 9 lf something is inevitable,iL a) will happen. b) won't happen. 10 lf you work in two separatepartsof the day,e.g. nineto twelve and threeto five, you worKa: a ) s p l i ts h i f t . b) shift split.

Test3 Grammar 1 Complete the text using the phrases from the box. used advantage by surprise it easy to know crowded around for qranted no notice break

7 W h e n h e f i n i s h e dc o l l e g eh, e c o m et o r e a l i s ew o r k w a s h a r dt o f i n d . 8 A new computervirus has been discoveredlastweek. 9 A murdercommittedin CentralParklast night. 10 | cut my hairat the hairdresser's yesterday.

On arrivalin Los Angeles,it's importantto find out how to get 1 -. Next,you needto get 2 to y o u r n e w s u r r o u n d i n gW s . h y n o t j u m p o n a c i t y b u s ,s o that you get 3 where the landmarksare?Take o of the cheappublictransportavailable wheneveryou can Onceyou've done all that, take a in one of the city'smany caf6sor bars. lf you go anywhereby taxi,don't take it 6 _ that the driverknowswhere he's going.You may be taken ' ! The city streetsget I duringrush hour,so leaveplentyof time. Takee _ of all the hootingcar horns.lt's just part of LA life.And finally,do 10 take . There'sno needto rush.LA will alwavs be there waitingto welcomeyou back.

4 Make full sentencesabout this family's activities using have in the correct tense. Remember- today is Wednesday!

2 a) Match the people and places with the information.

5 Complete the text with the correct form of in brackets. (arrest)last month aftera The burglar' short policechase.He ' lsentence)at the magistrates'courtyesterdaymorning lf he (not catch),policefear that he (commit)other burglariesin the area. ( i n c r e a s ei n) i n n e r A t t h e m o m e n t ,c r i m e5 (put)larger L o n d o na, n d t h e p o l i c e6 resourcesinto tacklingthe problem.Theseresources (not be) available a few yearsago,but persistentappealsfor more moneyt d t (bring)abouta result. last The Boroughof Chelseae (give)an increase o f o v e ra m i l l i o no o u n d so n l v l a s tm o n t h ,a n d y e s t e r d a tyh e P r i m eM i n i s t e r l o (promise) furtheifundsin the comingyear.

1 a mugger 2 the hijackers 3 the streetvendor 4 a busker 5 a bedsit 6 s e n i o rc i t i z e n s 7 thirty-somethings 8 M o u n tE t n a 9 our baby 1 0 t h i sa p a r t m e n t a) is tiny / alsovery draughty b) people/ between30 and 40 yearsold c) haveworked hardall their lives/ deservegood pensions d) bornthree daysago / is adorable e) divertedthe flight/ were arrested f) someone/ attackspeoplein the street g) sold me the necklace/ was very old h) apartment/ onlv has one room i) someone/ makesmoney by singing i) eruptedlastweek / causeda lot of damage b) Write a sentence for each one containing a relative clause, adding commas where necessary.

3 Correct the mistakes in these sentences. 1 lf there hadn'tbeena famine,therewon't be a civilwar. 2 Whole citiesare destroyedby last month'searthquake. 3 The murdererwhich was triedfor the killingwas releasedon bailyesterday. 4 lf the kidnappers'demandsweren't met, therewould havebeen a tragedy, 6 The use of mobilephonesreallycatcheson. 6 The floodingcausedby the riverburstingits banks.


Vocabulary

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6 a) Give the American English for the words in rfalics. 1 Turnleft out of the lube stationand you'llsee the signpostto lhe motorway. z Just look at all the rubbishin this f/at! J I usuallytake my holidaysinlhe autumn. 4 While you'reout, buy some biscuifsand sweefs, w o u l dV o u ? Therewas a huge queue allthe way down the pavement. b) Give the British Englishfor the words in italics. 6 | think these pantsare too smallfor me. 7 CouldI havethe check please? 8 We stoppedat the gas stationto fill the car up. 9 Oh, no. fhe elevatoris brokenagain.We'll haveto walk. 10 Are thereany good movieson at the cinemathis week?

Test3-Lessons2l-30 7 Complete the crossword.

9 Underline the correctoptions. D e a rS i r s I am writingto you to makea 1 complaintI argument aboutthe work you did on mV house l a s tm o n t h .

Across 1 Trafficis bannedfrom the town centreto make it easier for t o w a l ka r o u n d . 5 An has devastatedthe region,kilhng hundredsand destroyingthousandsof buildrngs. 7 T h e_ in Ethiopia h a sf i n a l l yb e e nb r o u g h t undercontrol.Aircraftbroughtin ten thousandtonnes of food lastweek. 8 can be very difficult.I preferkidswhen they'rea bit older,aboutfour or five. 9 They paida to assassinate the presroent. 10 The hotel room was airyand _, with plentyof room to retax. Down 2 The transitionfrom childhoodto adulthoodisn,teasywhich is perhapswhy _ can be so difficultl 3 Scientistsbelievethere will soon be a _ in the battleagainstcancer. - there'snothingin it. 4 Yourflat reallyis _ 6 The charitydoes a lot of work with _ peoplewho live on the streets.

8 Correct the ten mistakes in this text. I was talkingto my grandsonthe other day,and ne was complaining aboutall sorts of things! | told him he didn,t realisehow luckyhe was. ' After all, he livesin a cosied apartment' full of modernitygadgets.3 | told him when I

superlooksthe motorway,but I say'so what?'When I was a boy,our housewas milesfrom anywhere.e We never felt isolating,though,even thoughit was in the middleof a t0 We just loved field and we had no neighbours. the peacefuland quiet.

I havetried to contactyou by phonetwice, but I havebeen cuI2 up I off. I regretto say that I am findingit rather3 stressedI stressfullivingin what i s n o t h i n gl e s st h a na b u i l d i n gs i t e .Y o uc a m et o installa new a centratI main heatingsystem,but I am becoming5 growingly I increasingly aware that you havengt installedit correctly. I don't wish to makea u rness/ fuss, but I must asKyou to sendyour buildersbackat once to repairthe wall in the bathroom.As far as I can see, they knockedil7 down I overbv mistake. This meansthat we can now see the bathfrom our bed. In addition,they left the houseextremety I messy I fussy. Pleasewould you also guaranteethat you will replacethe wallpaperthat was e pushed I torn off duringthe buildingworks. I would also be grateful if you couldprovideme with a new set of taps. The ones you gave me are 1oold I second hano. Jours faithfully E . B .T u r n e r

re 10 Match the phrases to make whole sentences. 1 Childrendon't alwavsroor 2 Tom and MargarethavetaKen 3 You'reworkingtoo hard, 4 | neverthoughtl'd end 5 Pete driyes me 6 l w i s h I c o u l dm a k e 7 This buildingwork just isn't 8 lt's time you made 9 D o y o u t h i n kt h e m i l k n a s 10 Textmessagingis reallycatching a) you feel better. b) up to their parents, cl qazv, but I love him. d) your mind up - the dog or me? e) gone off? f) on a lot of responsibilities. g) on these days, h) you shouldtake it easy. i) good enough. i) up with such a brilliantiob! 1 4 5 q o 7 8 10

--fin') \--_1_____:./

@


141

Test4 4 Match the phrasesto make complete sentences.

Grammar 1 Rewrite the sentences in reported speech using the verbs in brackets. 'l'm 1 takingthree weeks off work.' (announce) She 'lf 2 we don't savesome moneV,the firm will go bankrupt'.he told Brian.(warn) HE

'l

d i d n ' ts t e a lt h e m o n e y . (' d e n y ) T h et h i e f 'There's good 4 a caf6 we can stop at.' (pointout) She 'This 5 t u r n i s d e f i n i t e l tyh e r i g h to n e , ' h et o l d u s . ( a s s u r e ) He 3

/f

--T----;\ c l

2 Rewritewhat the chef says using the words in brackets. He has done everythingwrong. 1 I d i d n ' tr e a dt h e i n s t r u c t i o n s( s! h o u l d ) 2 | f r i e dt h e f i s h .( s h o u l d ) 3 | g r i l l e dt h e s t e a k .( i f o n l y ) 4 | d i d n ' tr o a s t h e c h i c k e n(.w i s h ) 5 | c h o p p e dt h e o n i o n st o o e a r l y (. s h o u l d ) 6 | d i d n ' tw a i t l o n ge n o u g h (. s h o u l d ) 7 The ice creammelted.(if only) 8 | d i d n ' tf o l l o wt h e r e c i p e (. s h o u l d ) 9 | put too much salt in the soup. (if only) 10 The customerorderedchocolatetart (wish)

re

3 Complete the conversationwith the correct form of the verbs in brackets. N a n c y : W h a t a r ey o u ra m b i t i o n sR, i c h a r d ? Richard:Well, I hopethat by the time I'm 25, I (live)in a houseby the sea A n d I i m a g i n eI s o m e w h e r el i k eC a l i f o r n i a (earn)a good salary.What a b o u ty o u ? already Nancy: By next year,| 3 (specialise) so I in psychiatry, (work)in one of the expectI a b i g h o s p i t a l sT.h a t ' sf i n e ,b u t I w o u l d l i k et o t h i n k that in a few Vears'time, i (lecture)in psychiatryall over the world I want to be famousl Richard:Goodluck with thatl I reckonin two Vears'time (drive)a fantasticsportscar.I l 6 7 hopethe manufacturers (come)up with a seriouslyfunky modelby then N a n c y : I h o p et h a t b y t h e t i m e l ' m a b o u t3 0 , I

(marry) somereallyniceguY

l ' d l i k et h a t . (do)that by the Richard:I reckonyou e time vou're25! You'rea realromanticat heart, 10 a r e n ' ty o u ?| t h i n kI p r o b a b l y (notsettle)down till much laterin life. l've got too m u c h l i v i n gt o d o f i r s t !


1 | turned 2 We signed 3 My husbandwon't invest 4 Thanksfor agreeingto take care 5 lt's time I gave 6 D o n ' ty o u j u s t h a t em i s s i n g 7 My sisterhasjust set 8 | reallyhopeyour planscome 9 He'slustifiablyproud 1 0 l ' l l h a v et o s o r t a ) o f h i sa c h i e v e m e n t s b) in stocksand shares. n\ out on somethinggood? o l off on a longjourney. e ) out my clothesand get rid of some! nff

f)

-

ryrvnv r r

rv {v ar vc' o n r oY v

i, i1 .

s)u p a l l m y b a dh a b i t s .

n l up for a coursein Frenchconversation.

r) down his invitation. j) of my puppy 1

a

o

7

8

4 9

1 0-

@ Tick (/) the correct options. 1 Which sentenceis correct? a) With eachpassedhour,Jane becameweaker. b) With eachpassinghour,Jane becameweaker. 2 Heightenis the verb from the noun height.

a) True. 3

4

5

6

L-l n

E

b) False. 'Mary can't haveleft yet.' This means: Ll a ) l ' m s u r es h e h a s n ' tl e f t . n b ) | t h i n ks h e h a sl e f t Which is the correctway to rewritethe following sentence?As Jarvis turned round,he saw the ghost. a) Turnedround,Jarvissaw the ghost. b) Turninground,Jarvissaw the ghost. lf something is worth everypenny,is it good value? a) Yes. b) No. Cana personor thing be overratedas well as underrateil

n n n n

a) Yes. b) No.

n tr

7 lf someone catchesyour eye, you're: a) interestedin them. b) not interestedin them. I lf long is the adjective,what is the noun? a) longness b) Iength 9 Doyou liaise: a) with someone? b) to someone? 10 The verb deny in reportedspeechcannotbe followed by a gerund. a) True. b) False.

n n n n n n n n

Test4-Lessons3l-40

Vocabulary 6 Match the sentencesto make short conversations. 1 Y o u ' ln l e v e rg u e s sw h a t l 2 lt was very kind of you 3 l ' m j u s t f e e l i n gd o w n 4 T h a tm e a lw a s g r e a t 5 The specialeffectswere terrible 6 Do you want to go out tomorrow? 7 l s n ' tt h e v i e w b r e a t h t a k i n g ? 8 l t ' s O K , i f y o u l i k et h a t s o r t o f t h i n g . 9 l ' v e g o t t h r o u g ht o t h e f i n a l s . 10 You'rereallycheeky,you know a) Yes,l'd love to. b) And l'm prettynosyl c ) D o n ' tt e l l m e : y o u g o t t h e j o b d ) l t ' so u t o f t h i sw o r l d l e ) W e l l ,I l i k ei t , a c t u a l l y f) Yes,it was worth everypenny. g ) D o y o u t h i n ky o u ' r ed e p r e s s e d ? h) So was the soundtrack i) Congratulations ! j) lt was no problem. 1 6

2

3 I

l

4

7 Correct the ten mistakes in this e-mail. q c e:i'qie'.,l '93,q9,,,9,,e t s-:q, 919,9,,,P, 91 19 c 9,9 qrgrqI Y.r,9.re ; I

& a s s

&

A friendof mine recentlypersuadedme to go to an a e r o b i c sc l a s s W . h a t a l a u g h !H e s a i di t w o u l dh e l pl i f e r u n more t ( s m o o t h )A. n d g u e s sw h a t ? He was right! l've transformedmvselffrom an ( e m o t i o np) e r s o ni n t oo n e w h o i s (optimist).

(adventure)and always 10

re 9 Underlinethe correct options. I saw John the other day,you know, Keith'sson. He,s f i f t e e nn o w ,a n dy o u w o u l d n ' tr e c o g n i s h e i m . H e , sl o o k i n g very scruffy I patterned. He wears dirty old 2 suitsI trainers on his feet and looks pretty 3 reliable I grumpy most of the time. lt's quitefunny,actuallv.When I saw h i m , h e h a da a h i g h I b a g g V j u m p e p r u l l e do v e ra " tight-fitting I sharp-fitting pair of jeans with hotes in t h e m .H i sg i r l f r i e nw d a s w i t h h i m . S h ew a s w e a r i n g6 f a l / / high heelsand a 7 patternedI optimistic miniskirt.And on top of all that, she had a BstripedI insecureT-shirtll,m sure they both thoughtthey lookedextremelye tranquilI fashionable.lf you ask me, they'd look much betterif they wore nice 10motivatedI ptain clothes.

10 Choose the correct options to complete t lD- o- l yooouu l w i t h t h i n g se f f i c i e n t l yJ?u s t p u b l i s h e d this week - a 2 o rr rr onn hhooww troo n' ur tn \y/ orur rr ll iiffoel ! ll cs ryron u p a r t n e rl t' kKeetlyyt o b r e a ky o u r' ? l f t h e a n s w e ri s y e s ,t h e n t h i s i s t h e b o o kf o r vyou, o u , Do D o you v o u ever e v e rssay a vrtoo y o u r s e l 'fl f o n l y ' ?T u r nt o C h a p t e 5 r a n df i n d o u t h o w t o c h a . , g ea , : n a : ; o r g o o d ,Y o ur o o c a n b e i n o of y o u rd e s t l n yo; n l yy o u a r e r e s p o n s i b lue_ v o u r self S o ,' . v l t rt h e h e l po f t h i s 6 l i t t l eb o o k ,f i n d o u t ' .ovv io resign ___________ jobs that don,t suit you, stop t i m e , m a k ey o u re _ up to be a o e c i s i v ea n d ' o _ individual.

6

* 6

s s

* € 6

s s s & s s s s

8 Complete the text with the correct form of the words in brackets. lf I everfeel 1 ( a l o n e )I ,g e t o u t o f t h e officeand walk roundthe centreof the city. lt,s rearryeasy t o b e 2_ ( i n s p i r eb)y t h e w o i l d a r o u n dy o u . All sortsof 3 (create)peopleare out theret l ' m i n a d v e r t i s i n gs ,o I n e e di d e a s O c c a s i o n a l lIym , ight f^^l ^ k;+ 4 rgct o utL ( n e r v e )s,o m e t i m e se v e n (rest),so my curefor that is to go j o g g i n gl.t s t o p sm e f e e l i n g6 (agitate) i m m e d i a t e l-y i t ' sj u s t b r i l l i a n t .

a o ' e s , l t . u pl . t i s ' r n i n d q u i c k l y . f can .frarafy wait.

I ,m so excired,

& g

j::r:,:.1:.r.,r'tl::,,,:u iitr:i I i,


I a/ run b) manage c) organise d) deal 2 a)programme b) manual c)volume d)comrc J a)head b) heart c) hand d) leg A a )v i e w b ) m a n a g e m e n t c ) r e s p o n s i b i l i t yd ) c h a r g e 5 a )f o r b ) t o c ) w i t h d ) i n 6 a ) i n d e s t r u c t i b l eb ) i n d e f e n s i b l e c ) i n d i s p e n s a b l e d) inept 7 a) to b) out c) with d) from 8 a) forgetting b) wasting c) spending d ) u s i n g 9 a)brain b) head c) thought d) mind '1 0 a ) c r e a t i n g b ) i m a g i n i n g c ) d r e a m i n g d) creative

Testanswerkey Test 1 1

Test2

'l

a r e ;d o i n g / g o i n gt o d o 2 w o r k 3 a m h a v i n g / g o i n g to have 4 are;cooking/goingto cook 5 goingto make 6 Didn't;make 7 did 8 haven'tmade 9 w a s 1 0 D o ;e n j o y 2 1 The plane€+ak+ngrofftakes off a|9.45. 2 The journeyis{asting.Lastsapproximatelyfour hours. We hop+nghopetol.arehoylwgto relaxand enjoy the swrmmrngpool betorewe go out. 4 | think after that we w#lhavng aregolvvgto have lunch in lhe Rajah'sRestaurant. 5 l've neverhad real Indianfood before,so l'm look Looklwgforward to tasting a genuinecurry. o The f irst excursions+ar++ng stats at 2.30. 7 Many birdswi# mlgrateat this time of year,so l'm sure it's goingto be an lnterestingafternoon. 8 Tuesdayisbeginswith a visit to the TajMahal! q He ls goingto tell us the wonderfulstory of the Taj Mahal. 10 I think it's bernggolwgto bethe trip of a lifetime. 2 madeup 3 get on 4 fallout 5 cameacross 4 1A 2 E 3 C 4 H 5 G 6 D 7 F 8 B 5 1 You'vejust releaseda new album, dsnl- havew+ vou? z You'vegot a copy here,did havew'tyou? Let's play a track f rom it now, wi{l shall we? 4 The first track'sthe one Vouwrote in New York, dees#+ Lsra,'tit? 5 lt's the one that hasthe subwaysoundeffects, atenaf++ey kw'tLt7 6 But peoplealways stare at celebrities,are++Veur d,on'ttheu? 7 | bet thefr couldn't believeyou were lhere, ean oowLd. they? 8 So, your next tour isn't in Britain,-isn+kit? 9 You'redoing a gig in Parisnext,wilf arer+'tyou? 10 You'llcome along,shallwon't |ou? 6 1 are having 2 havebeen learning 3 havebeen canoeing 4 went 5 visited 6 were travelling 7 took 8 havebeen doing/ havedone t haven'thad 10 had left 7 1 A: What do think of this oroductname?| reckonit's too sporty. 2 B : Yes,l'd go alongwith that. What imagedo you want it to have? 3 A : I thinkwe shouldchoosea namethat suggests sophistication. 4 I know what you mean.-Howaboutsomething French? 5 A: Do you reallythink so? | disagree.I think it should be American. o l'm not sure aboutthat. ln my view, it should soundInternational. A I supposeyou'reright.Let'schoosesomething shortand modern. 81b

2a 3d

4b

5c

6b

7a 8c

9a

10d

9 1 travelied 2communication 3active 4 experienced 5 stressful 6 qualifications 7 innovative 8 successful 9 interesting 10 leader 1 01 c 2 a 3 e 4 d 5 b

11 Across:2 last 4 public 6 free 7 told 9 divorced 10 oroven Down:1 small 3 sedentarv 5 comedian 8 l i e

1 1 Haveyou watched 2 havebeenworking 3 Haveyou finished 4 hasn'tmade 5 had 6 would paint 7 chooses 8 haveyou been doing 9 saw 10 havebeen helping 21i 29 3a 4j 5h 6b 7c 8e 9d 10f J

He managedseFring:toscrvethe whole meal on time lf you arewererich,what would you do? The politicianavoided+eanswer answerLwgithe most difficultouestion. 4 lf it rainson Saturday,wed we'LLprobablystay at nome. 5 l've readbeewreadiwa this book- | can'twait to find out how it ends! 6 We were about to s€tt+ngset off when we realised the car was out of petrol. 7 Would you earn a bonus if yourr+e+kworkedharder? 8 | was due toseeingseethe dentistbut I forgotall aboutit. 9 Let's not pretendenioyn+gto ewior4 ourselves. This partyis terrible! 10 Providedyou pay in advance,we gavewiLLglveyou a discount. I

41some 51d

2c

2amount 3almost 4bitof 3b

4a

5b

6c

7d

8a

5alot 9b

10c

6 1 opinionated 2 roundthe clock 3 a nightowl 4 self-confident 5 thoughtful 6 brightand breezy '7 hot-tempered well 8 off 9 afford 10 pushy Tlbring

2simmer 3Stir 4melt 5pour

8 1 l'd never met my cousin Robertbefore,but he's very easy€eer usg-goln4 and we're getting on fine. 2 In fact, he is sueh+sa cheerfuland energetic 3 that he makes me feel ouitedt+[eddatu! 4 Florenceissesrechan amazingplace! 5 There are lots of interested LwteretLwgthings to do and see. 6 | go aroundweftdeFwowderLvtg if l'll ever have enoughtime to see it all. 7 lfs a quite possiblethat I won1t. 8 Robertis an eadier earLgt bird, so we usuallyset off earlyin the morningto Visita churchor an art gallery. 9 Then we havea long,rchx reLaxLng meal in a restaurant. 10 | refuse to keeftng keapto my diet while l'm here the food is just too good. 9 1 wonderful 2 accessible 3 renowned 4amazing 5 bustling 6 enjoyable 7 stunning 8 famous 9 thriving 10charming 1 01 b

2b

3a

4b

5b

6a

7b

8b

9a

10a

Test3 1 1 around 2 used 3 to know 4 advantage 5 break 6 for granted 7 by surprise 8 crowded 9 no nolice 10 it easy 2 1 t A muggeris someonewho attackspeoplein the street, 2 e The hijackerswho divertedthe flight were arrested. 3 g The streetvendorwho sold me the necklacewas very old.

Testsanswer key 4 i A buskeris someonewho makesmoneyby singing. 5 h A bedsitis an apartmentwhich onlVhas one room. 6 c Seniorcitizens,who haveworked hardall their lives,deservegood pensions. 7 b Thirty-somethings are peoplewho are between30 a n d4 0 v e a r so l d . I j Mount Etna,which eruptedlastweek, causeda lot of damage. 9 d Our baby,who was bornthree daysago, is adorable 10 a This apartment,which is tiny,is alsovery draughty. 3 1 lf there hadn'tbeen a famine,therewent$e wowLdwthavebeew a civilwar. 2 Whole citiesareweredestroyedby last month's earthouake. 3 The murdererwhieh wholthat was tried for the killingwas releasedon bailyesterday. 4 lf the kidnappers'demands weren+ hadwtbeew met, there would havebeen a tragedy. 5 The use of mobile phonesreaUy-eatenes k reaLLg catchLwg/hasreaLL4 cawqhton. 6 The floo--ding was ciused-by ttre river burstingits oanKs. 7 When he finishedcollege,he eeme canae to realise work was hardto find. 8 A new computervirushas-bee+was discoveredlast WECK.

9 A murderwas committedin CentralParklast night. 10 | €u+my+€+rhad nug haLrc;.ttat the hairdresser's yesterday 4 O n M o n d a yJ, u l i eh a d h e r h a i rc u t a n d t h e v h a dt h e lawn mown (by the gardener). On Tuesday,Dad had his suit dry cleanedand the twins had their bloodpressurechecked(at the surgery). Today,they'rehavingtheir W fixed (bv Mr Jones)and they're havingthe windows cleaned(at six p.m.). TomorrowTom'shavinghis fillingdone/ tooth filled (at the dentist's)and Mark'shavinothe car serviced. On Friday,Mum's havingthe gas ireter readano Sarah'shavingher dressaltered(at four p.m.). 5 1 was arrested 2 was sentenced 3 hadn'roeen caught 4 would/might havecommitted 5 is increasing 6 are putting 7 were not 8 have;brought 9 was given 10 promised 6 1 subway; freeway/expressway 2 garbage;apartment 3 vacation;fall 4 cookies;candy b line;sidewalk 6 trousers 7 bill 8 petrolstation g lift 10 films 7 Across: 1 pedestrians 5 earthquake 7 famine 8 Toddlers t hitman 10 spacious D o w n : 2 t e e n a g e r s 3 b r e a k t h r o u g h4 m i n i m a l i s t 6 homeless 8 1 After all, he lives in a eesied oos!,,r apartmenr 2 full of meeemity rwoderwgadget!. 3 | told him when I was young,I usedto live in a ehi# chLLLu house 4 mad3 only of v*eedy wood. 5 He thoughtI was lying,of course,but I tell you what, we may not have been very €€m+er++ng oovwfovtabLe then, but we were happy. 6 Yes, of course the house was a bit €faffipy oravwped 7 there were ten of us livingin a small sBaeefutspioe - but we had all we needed. 8 He says that his apartment supe+eets overLooks the motorway,but I say 'so what?'

9 We never felt {s€+at+nC LsoLated, though, even though i t w a s i n t h e m i d d l eo f a f i e l da n d w e h a o n o neighbours. 10 We just lovedthe p€aeefupeaoe and quiet. 9 i c o m p l a i n t2 o f f 3 s t r e s s f u l 4 c e n t r a l 5 i n c r e a s i n g l y 6 fuss 7 down 8 messv 9 torn 10 second 1 01 b 2 f 3 h 4 j 5 c 6 a t i 8 d 9 e 1 0 g

Test4 1 1 She announcedthat she was takingthree weeks off work. He warnedBrianthat if thev didn't savesome money,the firm would go bankrupt. J T h e t h l e f d e n i e ds t e a l i n g / h a v i nsg tolen/thah t e nad stolenthe monev. 4 She pointedout that there was a good caf6 we/they couldstop at. 5 He assuredus that this/that turn was (definitelv) the r i g h to n e . 1 I shouldhavereadthe instructions! I shouldn'thavefried the fish. l f o n l y I h a d n ' tg r i l l e dt h e s t e a k . 4 wish l'd roastedthe chiq
1c 2j

3g

4f

5h 6a 7d 8e 9i 10b 7 1 l've been soexe*rng, excLtedall day 2 that lea+t car+hardlybearto watch the videothey gave us. 2 We all had to learna bit of ShakespeareoR bu hearr and then go out on stageand do the auditionl A The guyat Lruchargeof the whole thing was really ntce. I was so worried*e abowtmv linesthat I couldn't think straight. 6 Eventhe€€Frp+rftgscrlltI had in my hand was shaking. 7 Therewere some suppo+s4pportih,gactors at the tneatre.too. 8 As for the spee+al+y sTecLaL effects they use: they were incredible! I fhis is the life from for me, Sam! 1 0 I hopethe directordeesy*akesup his mind quickly. 1 lonely 2 inspired 3 creative 4 nervous 5 restless 6 agitated 7 smoothlv 8 emotional 9 adventurous 10 optimistic 1 scruffy 2 trainers 3 grumpy 4 baggy 5 tight-fitting 6 high 7 patterned 8 striped 9 fashionable 10plain o

1 01 d

2b

3b

4d

5a

6c

7d

8b

9d

10d

Startwith a shorttitle. rniroduction/ aaano

c a r T r n ,n: , .

v v ! r "

Development.

rTlwo coupleq lived together,in,a cold land. One day, the trvo men I- were talking. "The world is big," said the hrst. "Horv big?" iwondered the second.':Let's find out," answeredthe hrst. So they took their sledgesand set off in opposite directions Their rvives ,cried at parting from each other. but each accompaniedher husband. ' running beside his sledge. Year after year they travelled. The wives had babies, and the babies ' grew up. Then they had children, and so on, until there were two whole tribes travelling acrossthe ice. The original couplesgrew old and frail. The men could no longer drive their'sledges;the women could no longer keep up the pacebesidethem. But still they travelled,

Useful language o first, then/next, finallv: Firstthey packed their bags, then they said goodbye, and finally they were ready to go. as soon as: As soon as they heardthe news, they rushedhome. when/after + past perfect: When/After they had finished their meal, they went for a walk. after+ gerund: After finishingtheir meal, they went for a walk. Teaching notes 1 Discusswith studentswhat kindsof storiesthey likereadingand why (e.9.romance,sciencefiction, horror,adventure, mythsand legends,humour). Ask them to recommendtheirfavouritewriters (notnecessarily writersof Englishstories),and ask them if they write storiesthemselves. Ask if they agreewith the view that short-story writingis the most difficultwritingform of all. 2 Ask them to suggestthe basicstructurefor a storv'elicitsfadcssuchas: an introductionwhich sets the sceneand capturesthe reader'sinterest, a development(of the storyand the characters), a c l i m a xa n da n e n d i n g . 3 P o i n to u t t h a tw h i l et h e p a s ts i m p l ei s u s u a l l yu s e d for narratives, the pastcontinuousis often usedto set scenes,and the pastperfectis very usefulto clarifvthe sequenceof events.

146


although/ however: Although it was late, they weren't tired. It wasn't late. However, they weren't tired. while+ pastcontinuous: While the children were sleeping, she was thinking. p a s tc o n t i n u o u s / s i m pfloer ' i n t e r r u p t eadc t i o n ' : He was climbingout of the window when the police arrived.

4 Giveout the model,then ask studentsto readrt and say whetherthey thinkit is effectiveor not. (Somestudentsmay thinkthat not enough description is given,othersmay feel that this e n a b l e tsh e r e a d e tro u s e h i s o r h e r i m a g i n a t i o n . Somestudentsmay thinkthat thereis almostno storyline, while othersmay thinkthat it is thoughtprovoking.) 5 Lessons3, 6, 19 and 36 in the Students'Bookgive practicein this type of writing Story taken from The lllustratedBook of Myths by N e i lP h i l i pD , o r l i n gK i n d e r s l e1y 9 , 95

l

Useful language . Explaining differentpointsof view: On the one hand, a holidaycan be the perfect way to cement a friendship. On the other hand, it can also be the time ...

Teaching notes 1 Brainstorm possibletopicsfor this kindof (e.9.cigarettesmoking,capital discussion punishment, militaryservice,schooluniform). 2 Elicitdifferentwaysto presentoppositearguments (on the one hand ... on the other hand I althoughI howeverI neverthelessI even so). Pointout that on the other hand is often usedwithoul on the one hand.


Although a holidaycan be the perfect way to cement a friendship,it can also be the time ... A holidaycan be the perfect way to cement a friendship.However / Nevertheless/ Even so, it can also be the time .

Practiseby choosinga topicand invitingstudents to presentopposingstatements(e.9.we all have the right to do what we tike ... on the other hand, cigarette smoke can affect other people). A Give out the modelfor studentsto read. 5 Lesson4 in the Students'Bookgivespracticein this type of writing.

Yournameappearsautomatically here.

Put the addressof the personyou are writing to.

From: To:

PeterHarris/ [email protected]

lf you want somebodyelse to receivethe same message,write theiraddresshere. It is helpful,but not essential, to write the subjectof your message.

Hi, Frank! How are you? We're fine, althoughthe weatheris awfut and we're really busy! We wonderedif you'd like tofcome and stay next weekend?BringStella.We {ould have a day out

somewhere, or maybejust rflax herQand catch up on somenews. I Let me knowwhatyou thinkfanyway. Byefor now Pete(andLucy)

Thanksfor the invitation. Not surerightnow ... it'd be greatto see you, but l'll haveto ask stellafirst. ls it OK if I let you know lateron this afternoon? Frank That'sfine. Hope you can come. Excusethe rush ... Pete I'm reallysorrybut we can'tmakeit. I just spoketo Stella- it's her mother'sbirthdayon Saturday. l'd forgotten(HELP!). Maybeanothertime?

Conclusion and farewell.

Useful language o Salutations: Dear Mr/Ms + surname(peopleyou don't know) Dear+ first name (peopleyou don't know very well) Hello/Hi!(friendsand peopleyou know well) . Endings: Best wishes(for friendsand peopleyou know less well) See you soonl (informal) Byel (informal) Teaching notes 1 Discusswith studentswhen/if they use e-mail, and whetherthey likeit. Elicitor pointout that the registerused in e-mailsis often lessformal,and that normalletter-writingconventionsdo not apply. Explainthat it is important,however,to avoid r v filyi afl Rn JrcssTon;o?r'tft.le rfbbst^^ s 2 Pointout that the initialmessageat leastshould alwaysbe framed by a greetingand a farewellof some sort.Ask studentsto suggestsuitableways to framea message(seeUseful language). 3 Explainthat it is easyto give a poor impressionby 5 sendingan e-mailwith badspelling andpunctuation,

{8


Of course. l'll phone you next week. Enjoy the party! Thanks.Speakto you soon. o Formsof address: You can use Mrs or Miss for women instead of Ms if you know their maritalstatus.

or one that appearstoo curt. Emphasisethat it is alwaysa good ideato use the spellcheck,and also to avoidusingcapitallettersthroughout,as this givesthe impression of shouting! 4 Ask studentsto readthe model and to note how ture-hnr iai'in'eys"gu rs rarnet' morc -carerunfi -ff arheo thanthe subsequent ones.Checkthat they understandthe headingsabovethe message.and point out that there is no needto write the date, as this will automatically appear. Lesson9 in the Students'Bookgives practicein this type of writing.

Formalletters / Lettersof application Writethe name a n d / o rt i t l ea n d addressof the personyou are writingto.

Write your addressand p h o n en u m b e r / e-mailaddress in the top rightcorner.

Wrile Dear Mr/Ms + surname or Dear Sir/Madam.

Write the date underboth addresses, either on the left or on the right.

Explainyour reasonfor writing.

Explainwhy you thinkyou would be good at the job. nt at Newport Hotel, of two people who

lf you wrote Dear Mr/Ms ... wrile Yours sincerely.lfyou wrote Dear Sir/Madam, write Yours faithfully(UK)or Yours truly (US).

Givea brief description of your background and relevant qualifications and expeflence.

S i g na n d p r i n t your name.

Useful language o Job applications: With reference to your advertisement in 'The Times', I would like to apply for ... . Complaints: I am writing to complainabout ... Teaching notes 1 Discusswith studentswhen a formalletrerrs required(e.g.job applications, lettersof complaint, requestsfor information). 2 Elicitlleach the layoutof a formal letter (see above),pointingout that the writer'snameshould appearonly at the bottom of the letter. 3 Pointout that reasonably formallanguageis required,and that thereforecontractions (e.9.isn't, can'f)shouldbe avoided.


o Requests: I would like to enquireabout/l would likesome informationabout ...

4 Ask studentsto readthe modeland note the alternatives. Tellthem that they may conctuoea slightlyless formal letterwith With bestwishes. 5 Lesson10 in the Students'Bookgivesa situation where this type of lettermay be required.

Brochures

v1,,r,te an eye-catching tirile / slogan.

f-^+Â +l-^.^^l^.'^ V O L U II L II U I U O U C I

J

attentron.

Givemore detailed information.

i'HX

Give contact information. Ourphonelinesareopenfrom8.30a.m.until6.00p.m.Mondayto Friday or visitourwebsiteat: andfrom9.00a.m.until1.00p.m.on Saturdays [email protected]

Useful language o lmoeratives: lnterested?Callnow for more information! Visit our new showroom and see for vourself! . Comparatives and superlatives: We offer more choice and more competitive prices than any other tour operator!

Simply the best! For the latest music at the lowest prices, ... . ' S c i e n t i f i c i' n f o r m a t i o n : 'Nutrozania', which has Our products all contain been scientificallyshown to protect the skin 37% more than other leadinobrands.

Teaching notes 1 Discusswith studentswhat brochuresarefor (advertising, givinginformation) and brainstorm products, examples(e.9.holidays, electrical furniture,cosmeticsetc.). 2 Discusswhat styleof languageis required.Point out that directquestionsare often usedto attract attentionand to engagethe readerand that imagesare used (e.9.the heartof the countryside) as well as adjectives(e.9.stimulating,luxurious).

Explainthat becausethis is a form of advertising, the styleneedsto be positiveand persuasive, althoughyou shouldpointout that it is illegalin somecountries to makeclaimswhrchare untrue, e.g. fhis will make you thin or x works better than y. 3 Ask studentsto readthe modeland discuss whetherit would oersuadethem! 4 Lesson14 in the Students'Bookgivesanother exampleof this kindof writing.


Giveinformation and your opinionabout key points.

Useful language . Films: actor/actress, director, lead role, location, script, soundtrack, special effects, star r Novels: humorous, romance, science fiction, thriller, author, character,dialogue, narrative,plot Teaching notes 1 Discusswith studentswhetherthey readfilm reviews,and if so, where.Do they usually believe/agree with them? 2 Brainstorm differenttvpesof film and write them on the board(e.9.sciencefiction,romance,thriller, western,comedy,horror,musical).Ask students what typesof films they likeand dislikeand ask them to suggest'key points'that they might expectto see coveredin a film review (e.9.soundtrack, specialeffects,acting,storyline).


Concerts: band, conductor, hall, orchestra, performance, singei, soloist Plays: actor/ actress, character,costume, leading role, lighting, script, set, theatre

3 Ask studentsto readthe modeland discuss whetherthey would go and see the film, having readthe review. 4 Ask studentsto suggestothertypes of reviews (e.9.books,concerts.plays)and invitethem to suggest'key points'. 5 Lesson32 in the Students'Bookgivesalternative ways to expressopinionsand practicein this type of writing.

profiles Company

Ltd Products Pontqstic Thiscompanyproducesand sellsa varietyof bread,cakesand biscuitsmadeto uniquerecipes.The HeadOfficeis locatedin UK,wherethe productsare madein the companyManchester, to storesthroughoutthe r owned plantbeforebeingdistributed north-west.

Outlineof organisation and hierarchy.

Directorand Operations The ManagingDirector,Financial the company,while the charge of in overall are Manager The Publicity for recruttme.nt Manageris,responstble Personnel workingcloselvwith the Customer Officerarrangesadvertis-ing, Services.Manager,Thesepeop|earea||basedattheHead runningof Office.Branchmanagerstake careof the day-to-day workingunder the twelvestores,with threeor four assistants In addition,twelvepeopleare employedat theirsupervision. plant,wlth a Production Officerin charge:' the production as a marketstallin the early1950s. : The companyoriginated DavidHodgesand his cousinMick Grahamstartedsellingtheir

Outlineof history.

plansto expand!ntothe southof '' andt,hererare successfUl; i '

. : . . ' . . ' l

Teaching notes 'blueprint'for writinga 1 Ask studentsto tell Vouaboutdifferentcompanies. 4 Explainthat thereis no companyprofile,as they are usuallytailoredfor Ask them to describethe productor servlce specificreaders,but that normallythey would management the and offered,the organisation of the productor servlce includea description structLrre. (to structure offered,an outlineof the management 2 Discussthe purposeof a companyprofile of the companyand perhaps and the organisation employeesor shareholders) informprospective of the company'shistory. briefdescription and ask studentsto tell you the styleof language in Students'Bookgivespracticeof (see 37 the 5 Lesson Step 3). they would expectto read this type of wrlting. 3 Ask studentsto readthe model,andthen discuss the stvle.Pointout that it is formal,andthat the oassivevoiceis usedmorethanthe active(because and the focusis mostlyon the product,organisation structure, exceptin the finalparagraph).

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Language to Go - Upper Int - Teacher's Resource Book

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