aa ok He US lens e35 Peni t ae Kate Fuscoe Barbara Garside Luke Prodromou YNGWIEh ttit{ide Tim Bowen Kate Fuscoe Barbara Garside Luke Prodromou i ReVTTAB WYContents vi viii 16 26 36 38 48 58 68 70 80 90 100 102 112 122 132 134 138 246 252 Welcome to Attitude! Introduction Student's Book Contents Unit 1 Unit 2 Unit 3 Review 1 Unit 4 Unit 5 Unit 6 Review 2 Unit 7 Unit 8 Unit 9 Review 3 Unit 10 Unit 11 Unit 12 Review 4 Communicative activities Word list Workbook answer key Workbook audioscriptWelcome to Attitude! eS SS a a Dear Teacher, a Welcome to Attitude, the course that will help you transform your students from learners to successful users of English The course follows our USER approach, where students (O) Understand language use in context. J strengthen communicative s! a Explore the structures and use of the English language. Recycle and retain previously learned language. Is. Understand language use in context Students must encounter language in context to see how it is used. Every lesson in Attitude begins with exposure to the language in situations which allow the user to make a personal connection with the topic. In order to take a more active role, users are often invited to comment on or discuss an aspect of the theme before any formal explanations are introduced, Strengthen communicative skills ‘Most students evaluate their language ability by how well they can speak. Speaking starts early in Attitude and is often integrated with the other skills to encourage communication. All skills in Attitude are practiced interactively: both the listening and the reading tasks encourage students to actively construct meaning and respond appropriately. Writing is often a forgotten skill, but in Attitude it forms an integral part of each lesson, and is given a special place in Develop your writing sections which present and practice varying aspects of the writing process. In the fourth lesson of each unit, students have an additional opportunity to use newly learned language in the context of a real life task carried out with a group of classmates. Not only do students use English to negotiate the task with their fellow students, they also further extend their command of the language by comparing their process to that of a group of native speakers they hear performing the same task. Explore the structures and use of the English language In Attitude, grammar is presented and practiced in a straightforward yet meaningful way. Students are often presented with an inductive task in which they have to figure out how the structure works in English, discovering both use and form. They then have opportunities to practice that structure and the chance to connect the language with their own world, feelings and memories. The Develop your learning section introduces further learner training techniques to help students become better learners. Gi) Recycle and retain previously learned language Repetition is very important in language learning, but quality repetition is vital. Attitude has three built-in, Unique ways of recycling the language within and between units to ensure recall: * Lesson four in every unit has been written to reintroduce and re-contextualize the language in the previous Unit, taking into account the language accumulated up to that point in the book. The aim is to reinforce understanding of the language and how it is used, through real-world tasks. * Language is also reintroduced by the Language Resource sections found at the end of each unit. These are more than just summaries of grammar and vocabulary, they promote an active, awareness- raising process of review. The Review units are a user-friendly way of revising. They have a test-like quality but are also varied and fun to do. {As each lesson in Attitude progresses, the language needs of the learner evolve. They need more challenging contexts in which to stretch their English to the limits. So Attitude builds on the topics and activities of the lessons ial stages, focusing increasingly on freer tasks where students have the opportunity to explore the language as it relates to their own experience. Attitude gives students a unique opportunity to find their own voice and to be who they really are The Authors FeSUBECE: r=, We'd love to hear how Attitude is working for you. Please send any comments or ‘experiences you'd like to share with us to attitude@macmillan.com. in Englisht ea ‘Welcome to Attitude!What's in Attitude? eT al ed ane a ———| ~~ Worksheet from eu cn OVD Activity Book, ena Attitude for teachers Attitude for students The six levels of Attitude take learners from starter to advanced. Each Student's Book contains twelve units, each of which focuses on different aspects of an overall theme over four lessons. Students are presented with content that is interesting and thought provoking, and from which language skill development exercises naturally flow. Key support for reading texts and other activities is provided through Glossaries and Notes. There are comprehensive Language Reviews and sections developing writing and self-study skills. Attitude Workbooks consolidate and practice the language presented in the Student's Books. The same activities are available in a choice of print format (with audio CD), or on an interactive CD-ROM, Grammar, vocabulary, pronunciation, reading and listening activities relate to the topics in the Student's Book. Language Practice activities consolidate the language learned in a particular unit. The Grammar Summary is a useful resource for when, a Student's Book is not to hand. Watch with Attitude Attitude DVDs offer high-interest video clips, linked in theme and content to the Student's Book. The DVD itself contains pronunciation, speaking, and everyday English activities. In addition, DVD Activity Books offer a variety of activities to guide students through the DVD. Teaching with Attitude DVDs is easy — just press play on your remote control and let, students practice and learn; it’s rewarding ~ students understand real language and culture seen in contexts that immediately come to life; and it’s fun - students get to watch TV to learn! Teachers working with Attitude can make use of the following resources: Attitude Teacher's Edition An interleaved format combines the Student's Book content with all of the elements needed to make teaching with Attitude a success. Attitude Resource Books Over thirty activities from a variety of authors provide options for supplementing the Student's Book and Workbook, particularly in the areas of speaking and writing. Each activity is based on a photocopiable worksheet, and is accompanied by comprehensive instructions for its implementation. Attitude Class Audio CDs Two CDs per level contain all the listening material associated with the Student's Book lessons. They include cover versions of the commercially available songs referred to in the text. Attitude Test CD ROM The test CD ROM contains a wealth of testing resources to help you place students within the program and then monitor and grade their progress. Tests come in both ready to print and editable formats. Welcome to Attitude! in!Introduction The Attitude Teacher's Edition can help you to ... ‘Check the answers to an activity. + Check the audioscript for a listening activity. + Plan how you will introduce and monitor the exercises. * Add value to your classes with alternative presentations and additional activities. Objectives The objectives for each lesson are contained in a chart at top of the page. The Student's Book page This is reproduced full size and in color to facilitate both planning and carrying out the lesson. Sree oi Audioscripts Wherever possible, the audioscripts are printed at the bottom of the page where they are to be used. Occasionally, due to lack of space an audioscript may be located on an adjacent page. In these cases you will find a note indicating where to refer to. Overprinted Answers Answers for many of the exercises appear overprinted on the Student’s Book page, making them easy to find.—— Additional Notes Within shaded boxes you will find a variety of information that will be invaluable when you have time available to plan your classes in depth. Topics covered include the following: Introduce the topic: ideas are provided for you to vary the way you introduce each lesson. Often these activities can be carried out without having students refer to their Student's Books Presentation alternative: frequently, alternatives are provided for you to vary the presentation of the exercises in the Student's Book. Often your ‘own classroom situation will determine which is the most effective way to approach an activity. ‘Additional activity: activities that extend the exercises in the Student's Book are provided for you to use if time allows. Often these activities invite students to contribute their own ideas. Quick grammar guide: background regarding the grammar point and a list of typical student errors to watch out for. Pronunciation note: background to the pronunciation point and ideas for further practice exercises to help students in this area. a _—tti “lop your learning Using English resources Listening fo announcements — | Taking about how peoole travel "a pesteards Witing @ postcard “Taking about vacatior Completing a paragraph Listening f a sana: Responding 10 song ‘bout a sang Dock of the Bay Witing a description of a Listening fo a conversation | Agroaing and disagreeing vehicle ‘e Recogrizing formal and Develop your writing infor wring LUstening to a adi interview | Deseribing and comparing Ny ces Rearing an e mal ‘Completing an e-mail Taking aboul months and e Comparing weather Feading brochures and Witing a vavel brochure Desorbing vacations g 3 entry 2 Foewiga schedule Witing a summary ofa Listening to a conversation | Comparing modes of anspor ecussion Apphing reading stratecios ganenteranment | Wirtng an nwtaton by e-mail | Listening to a conversation | Discussing the movies Pe Making suggestions an invitations Pg a conversation nthe Taking about last weaken torder eating a newspaper aricle | Writing negative santences | Discussing movie stars and personal problems Wing a summary ofamove | Listening t aconversaton | Taking about a move you Wed Develop your writing Speting words correctly F — gaconcertqude | Correcting mistakes LUstening to a reviow Discussing bands and concerts wating an e-mail Reading bigrachical nates | Witng a chon biogranhy | Ustening o biographies Taking about music and from notes musicians ~ Feaig a magazine article Listening to a songs Discussing music genres and Tm a Batever love at first sight P gage Witing a pot Ustening to a dsoussion essing oerainty noeriainty Develop your leaming Leeming strsteges F ganewsnaperartcle | witing a shorn Taking about hopes article and ambons \Witing questions for other stoning to a conversation | Asking and taking about plane studenis " Reauing an e-rall \Witing an ema Listening to @ song: Taking about plans fo the Summetine summer F advertisements | Witting a Listening to a conversation | Planning a right out Making and responding to suggestionsLANGUAGE NOTE Contractions: be with the B Holo, my name's Ravi What’s your name? A I'm [ohn. B Nice to mest you, John. A Hi, I'm Mary B Hi, Mary. I'm Mario. A. Hello and welcome to International Survivor. My namo’s Marina Tanner, and this Is our first contestant, from Tokyo, Japan B Hello, I'm Tomoko Shigura, A Nice to meet you, Tomoko, Oo Listen to the conversations and check, 2 Writing skills a Do Complete the dialogue with words from the box. Tm I'm name's you you A Hello, my 1 name's Juliana. B Hi, Juliana, 2 Martin, I'm from San Francisco. Where are 3 —you_ from? Aa from Rio, Brazil. B Nice to mect 5 _y A. Good to mest you, too. Listen and check your answors. In pairs, practice the conversation. Use your own names.(0})(fa(f-cMm Topic: introductions Grammar Vocabulary Pronunciation Listening Speaking be countries sentence stress listening to. a ‘exchanging conversation personal information Elicit a few English frst names from the class. They will probably know some English names from the world of music and movies. Ask each student to write down three English first names, Then ask them to share their suggestions. Ask students to tell you which names are female and which are male. 1 Listening skills Ask studonts to underline the six namos in the dialogues in Exercise 1a, Two of the names may be unfamiliar to students. Ask them whether they think Ravi is a ‘man’s name or a woman's name. Do the same for Tomoko. Then ask them to look at the picturo and match the names with the people. Before playing the audio tell students that they will hear the number of the oa conversation, followed by the letter identifying the picture, followed by the conversation, After students have checked their answers individually in Exercise 1b, compare answers with the whole class. ‘Answers: A: Mario and Mary, B: Marina and ‘Tomoko, C: Ravi and John. 2 Writing Skills tt a Have students do Exercise 2a individually, then compare their answers in pairs. After they have listened in Exercise 2b, check the answers by having two students @ road the conversation across the classroom. Explain to students that they should use their own names and home cities for Exercise 2c, Walk around the classroom to provide help and check pronunciation. The cciiviy in exercise 2c can be extended by asking students to walk around the class roducing themselves to their classmates in English. Encourage them to use both My ‘name's... and Im ..., and to speck to as many people as they can in three minutes. John Hi there. Hello, my name's Jetiana. Ravi Hello, my name's Ravi, What's your name? B Hi Juliano, fm Martin. fm John I'm John, from San Francisco, Where ? Ravi Nice to meet you, John, Be ee ae a Mary i, fm Mary. from Ro, Brazil B Nice to meet you. ‘Mario Hi, Mary. Im Mario, ‘A Good to meet you, too. Marina Hello, and welcome to International Sunivor. My name's Marina Tanner, and this is ‘ur fist contestant, fom Tokyo, Japan. ‘Tomoko Hello. 'm Tornoko Shigura. ‘Marina Nice to mee! you, Tomoko, ‘Meeting and greeting =—ni © Pronunciation: sentence stress First, play the audio for Ex a as students read the sentences. Then ask students which word is stressod in each sentence. In Exercise 3b, drill the sentences one by one. First, ask the whole class to repeat each sentence chorally with the correct stress. Then ask individuals. In all three examples there is a falling tone on the stressed syllables, e.g. Where are you from §1? Encourage students to try to reproduce this falling tone. Vocabulary: countries Boforo students do Exercise 4a, model the task by asking a student Where's this? as, you point to one of the panels in the picture on page 6. Encourage students to answer I don’t know where appropriate Answers: From left to right: Australia, India, Japan, Peru, China, Italy Write the four stress patterns shown in Exercise 4b on the board. Ask students to close their books and tell you in which column each of the six countries goes. ‘Then ask them to open their books and add the countries in the box in Exercise 4¢ to the table. After students have completed exercise 4d, elicit more countries from the class. Ask students to fell you which column each country belongs to {for example, Mexico would be in the same column as Ecuador, Brazilis lke Japan). Have students use a dictionary to check. You may need to add further columns - for example, Argentina, 0000, Grammar: be Before starting Exercise 5a, make sure students know they need to use one expression from each column to make questions and that some combinations are not correct. Ask a pair of studonts to demonstrate a question and answer across the class. In Exercise 5b, check that students understand that am refers to the first person, are to the second person, and is to the third person singular. When we wre, we usually use the fll form ofthe verb, but when we speak, we usually Use the contractions. To practice using contractions, have students say the sentences from exercise 5b using contractions: Maria's from Spain, I'm from Turkey. Speaking skills Ask students to do Exercise Ga individually. Give help if required. Ask students to take a blank sheet of paper and a pen with them for Exercise 6b, to note down the name and city or country of everyone they talk to. If all the members of the class are from the same place, ask them to give themselves a foreign name and imagine they are from another country. Draw attention to the Language Note explaining his and her. Then nominate students to do Exercise 6c across the class. ————— Where are you from? What's your name? Nice fo meet you. on ‘Meeting and greeting3 ro % Pronunciation: sentence stress a Listen to and look at these sentences. Where are you from? What's your name? Nice to meet you. Listen again and practice the sentences. Vocabulary: countries a_ In pairs, talk about the places in the picture on page 6 A Where's this? B It’s in India. / 1 don’t know. b_ Say the countries and notice the stress, India Japan China Australia Ecuador Iran Egypt Korea Italy Turkey Chile England Thailand © Inpairs, add these countries to the table. If your country is not there, write it in pt d_ Chock your answers. Look at the countries in the Wordlist on page 138, Grammar: be a Lookat the table, Make questions and answers. A. Where are you from? B I'm from Italy. Where are you Where's Juliana/she from? Xiao/he Where's Rome? 6 Speaking skills b_ Fill in the blanks with am/is/are. Maria is _ from Spain, Where _are What __is 1 2 you from? 3 4 Myname is 5 6 her name? Harry. Sydney in Australia, 1__am__ from Turkey, a Write your details in the blanks— invent a new identity for yourself if you want! A Hi,t'm What's your name? B Myname’s___. A. Where are you from, 2 B I'm from _. And you? b Walk around the class, Introduce yourself to your classmates. LANGUAGE NOTE What's his name? His name’s James. qT ¢ Give information about your classmates, A. Where’s she/Susana from? B She's from Au A What's his name? B I don't know. / I can’t remember. What's her name? Her name's Kate. LANGUAGE NOTE the US. the UK I'm Ttaly. She's from Brazil. He's China. It's in Italy. Meeting and greetiPa Arrivals 1 Vocabulary: numbers 1-10 2. Reading skills a Match the numbers and words, a Look at the form and circle the ee correct answers. ee 1. The form is: 4 Q nes 1 ws spe Kea b an immigration form. +wo four 2. The form is completed by: ne): a aman b awoman, & Deight\\ vse" b_ Road the form again and answer the questions: True (T) or False (F)? 1. Hor family name is Marisa. 2. Sho is a citizen of Argentina 3. She is traveling to the U.S. 4 Her passport number is 361782098. @ b Listen and say the numbers 5. Her flight number is BA 457. GLOSSARY family name last name / sm mt Bara : ve thet form signed by. ons So 7iszenan mrge ne rt i Lite Sates by tnd, se ah en SEY TAAND in Admission Number Amthpace THLeb BSB oq ty "SMart vs Tying! nl hoc a | Unit Meeting and greeting10)9)(leaiV-cMm Topic: numbers and letters s Vocabulary Pronunciation Reading ‘Speaking numbers 1-10, letters of the _letlers of the alphabet reading a simple ‘sking for clarification alphabet, useful language form Before asking students to do exercise 1a, find out how much they already know. Write the numbers 110 10 on the board and elicit the English words for each number. 1 Vocabulary: numbers 1-10 i) 7 Y Sot a short time limit for Exercise 1a. You can make it a competition to see who can finish first. = Use the audio in Exercise 1b as a model for students to practice the pronunciation a of tho numbors. Play the audio and ask the class to repeat chorally. Play it again, pausing after each number, and ask individual students to repeat. For more practice in recognizing the numbers, play a simple game of bingo. Ask students {o write any five numbers between | and 10 on a sheet of paper. Then dictate numbers between one and ten randomly. The first student to cross out all his or her numbers is the winner. The game can be played more than once. 2. Reading skills = Before students do Exercise 2a, use the picture to explain the context for filling in an immigration form and the Glossary to explain family name. Also, explain to students that they havo studied the language necessary to do the task in this unit. bo It is not necessary for them to understand all of the text on the form. Ask them to do the exercise individually and to compare their answers in pairs. Chock that the class understands the concepts of True and False (the symbols ” ~ and X may help) before doing Exercise 2b. Again, ask them to compare their answers in pairs. Check that the whole class has the correct answers. In the case of tho Falso statomonts, got the class to give you correct statements, e.g. Her family re name is Diaz. a$$ ‘one, two, three, four, five, six, seven, eight, nine, ten eee |c f @Q\ 3 Pronunciation: letters of the alphabet Ask students to work in pairs for Exercise 3a, and then compare their answers with the whole class. ‘Answers: 1: twenty-six, 2 and 3: answers will depend on student’s language(s). Ask students to follow the letters in the chart as they listen to the audio for Exercise 3b. With books closed, write the seven phonemic symbols on the board with the numbers 110 7.a5 laid out in the book and make sure students know what sounds they represent, Give ‘@ model of the sound of each phonemic symbol yourself and ask students to repeat, both chorally and individually. Ask students to copy the symbols in seven columns in their notebooks. Then dictate the letters of the alphabet slowly and have students put them in the correct categories. When they have finished, ask them first fo compare their answers ‘with another student, and finally to check them in the book. In Exercise 3c, ask students to check (¥) the letters that are written in the same way as in their languago(s). Play the audio again and ask them if the sounds of the checked letters are the same. Highlight the letters that are different (probably including a, e, i, and 1), and their English pronunciations, Concentrate on letters whose pronunciation is different in the students’ native j Janguage(s) when drilling pronunciation using the audio model in Exercise 3d. e {As students do Exercise 3e, walk around the classroom checking their pronunciation of the letters. MR Dy 4 Vocabulary: useful language Before students start Exercise 4a, check that they understand that one of the three phrases (1-3) completes each mini-conversation. Ask them to compare thoir answors in pairs and then ask if they all agree. ay If necessary, play the audio for Exercise 4b more than once for them to check Q their answers. ‘Ask students to alternate roles A and B when they practice the dialogues in Exercise 4c. ‘As a follow-up, ask students to practice the second mini-dialogue in pairs again, but this time substituting their own last name and speling it Speaking skills Check students can ask the questions for Exercise 5 correctly, by having them ask for your name and details to fill in the card for you. If necessary, refer to the Warning box to ensure they ask about nationality correctly. If students con't have assigned student numbers, ask them to improvise. a ‘A.What' a copital letter? B A big letter, for example the first letter of your name or a country. ‘A Oh, okay. A Ry last name is Diaz. B How do you spell that? ADLAZ, B Thanks, ahik bedegptuz Llmns.x iy A My last name is Jones. B Excuse me? A Jones, B Thanks, ow ‘Meeting and greeting3 Pronunciation: letters of the alphabet (oe Pa er ay ABLE BGDEG RLM LY [ee ea ra a Slo) Ohya Look at the letters and answer the questions. 11 How many lottors aro thore in tho English alphabet? twenty-six 2. How many are there in your language? 3. Which are different? Look at the letters and listen to how they sound. a Listen again. Check (/) the letters that are the same as your language. Is the letter sound the samo or different in your language? Listen again and practice the letters. ® a9 Underline four words on this page and spell them to a partner. Write the words your partner spells. 4 Vocabulary: useful language a. Put one phrase (1-3) into each dialogue: (ac). 41 How do you spell that? 2 Excuse me? 3 What's a capital letter? a A What's a capi 2 B_ A big lottor, for oxamplo tho first lottor of your name or @ country. A Oh, okay. b A My last name is Diaz. B_ How do you spell that? A D-I-A~Z. B Thanks. © A My last name is Jones. B Excuse me? A Jones. B Thanks. @ b Listen and check your answers. © In pairs, practice the dialogues. 5 Speaking skills In pairs, ask questions and complete the card for your partner. Ask your partnor to spell words if necessary. WARNING Country of origin Say Where are you from? not What is your nationality?BALRPLANE A What's this in B Idon't know. ‘A Thanks anyway. Vocabulary: everyday things a. In pairs, try to name the things in the picture. b Student A look at page 134. Student B look at page 136. Write your words in the correct place on the picture. © Ask and answer questions about the other things in the bag, Write the answers in the correct place. Pronunciation: word stress a Look at the syllables in these words. ckot b_ In pairs, say these words and mark the main stress, magazine one passport lipstick cell phone (10)___pen © Look in your pocket five things. In pairs, or bag. Take out sk and answer: What's this in English? How do you spell that? d_ Write new words in your notebook. Mark the stress. 3 Grammar: indefinite articles Vowels a,ei,0u Consonants bod.fghjk Lmn, PGES LV WX, YZ @ Look at the examples and circle the correct rule. airplane ticket a cell phone Wo use a / an bofore words starting with vowols. b_ Write a or an in the blanks. 1 _an_ umbrella a_ magazine an_ address book a_wallet ener an_ airplane tiTopic: everyday things, numbers. Grammar Vocabulery Pronunciation Listening indefinite articles everyday things, numbers word stress listening for details, n-30 Speaking asking about personal information Bring some everyday objects to the class and introduce the topic by asking students what they are. If possible, bring one or two of the objects that are in the picture. Ask What's this in Engliste, but don't correct students’ answers as they will do this during exercises 1b ond 16. Vocabulary: everyday things Diroct students’ attention to the Usoful Languago before asking them to do Exercise 11a, Point out that they don’t need to write anything at this stage. Make sure students only look at one of the pages referred to in Exercise 1b and that they don't lot their partner soo the words they aro writing on the picture. Make sure students understand Exercise 1¢ by doing a few examples across the class to provide a model. When students have finished, draw attention to any words where pronunciation causos difficulties. Pronunciation: word stress In Exercise 2a, ask studonts to tell you how many syllables each word has and if, they can say which syllable is stressed in each word, Have students do Exercise 2b in pairs first, and then ask them to check their answers using a dictionary. Finally, elicit the answers from the whole class and check that students can pronounce the words correctly. As students do Exercise 2c, be prepared for questions about new words handkerchief, money, keys, pencil, otc. and make sure the words are shared with the whole class. If necessary, refer to a dictionary. For Exercise 2d, ask students to select some of the new words that arose in Exercise 2c. Point out that they should make a note of the stressed syllable as, unlike some other languages, English has neither rules nor a system of accent marks to show stress. Grammar: indefinite articles Before asking students to do Exercise 3a, check that they understand the difference botwoon a vowel and a consonant. If necossary, compare the vowols in their own Janguage(s) with the English vowels shown. Have students do Exercise 3b in pairs. Then check that everyone has the correct answers. To be exact, ans always used before a vowel sound. On some occasions the written vowel ‘vis pronounced with a consonant sound /ju/ and the correct indefinite article is a. So we say and write @ university, a union, ek. tit a ‘Meeting and greeting =FR 4 Vocabulary: numbers 11-30 Ask students to do Exercise 4a individually and then to compare their answers in pairs. Check with the class that all the answers are correct. Have students write the numbers 11 to 30 on a piece of paper for Exercise ab. Encourage them to practice until they can say the numbers well Make sure students write the numbers for Exercise 4c using words, Listening skills First, allow students time to read the questions in Exercise 5a. Emphasize that they don’t need to understand every word in order to answer the questions. Play the audio only once and then discuss the answers with the class. Ask students to identify the words that helped thom answer (welcome, hotel, London, New York South Africa, ete.). For Exercise 5b, draw students’ attention to the address book and the Language Note. Point out the alternatives, divided by a forward slash (/). After students have compared their answors in Exercise 5¢, play the audio again and if thoro are any problems with « particular answer, stop the audio at that point and play the problematic section again. Speaking skills For Exercise 6a, allow students to decide if they want to write their own name and address or an invented address in their notebooks. In Exercise 6b, mako sure students reverse the to both speak and write es ‘oles so that they have the chance AGood morning, Mrs. Johnson. Con! A Hello, and welcome to the Jordan have your first name, please? Hotel, Mrs, Pereira, B Georgina, D i's Ms, actually ‘ACan you spell that for me? AMs. Pereira. Sorry. B Sure. G-E-O-R-G--N-A. D That's okoy. AAnd your home address? ‘AAnd what's your first name, Ms. B 21, Meadway, London. Pereira? A21, Meadway. Okay that's great. DiJulia. LULA, Thanks. Welcome to the Jordan Hotel, A Thank you, And your home address, ‘Ms. Johnson, please? D 14 Oak Drive, Cope Town, South Attica ‘Good morning, My. Grove, Could you A Excuse me, 14 Oak Road? tell me your frst name, please? D No, Drive. 14 Oak Drive, (CSure te Fae ‘A.Cape Town, South Africa, And the zip ARELLX? code there? € Thats right D 6000. ‘A And your home address? ‘A.8010.Thank you very much, Here's your C18 Church Street, New York City key. ifs number 114. Have a good day. ‘AWas that 8 or 18? © Thank you. CEighteon —1-8 Right. And the zip code there? ¢ 10004 ‘410004, Thanks, Mr. Grove, Have a nice day. € Thank you. Gita ‘Meeting and greeting4 Vocabulary: numbers 11-30 a Write the words under the numbers. 3 __ thirty eleven, twelve, thirteen, fourteen, fifteen, sixteen, seventeen, eighteen, nineteen, ‘twenty, twenty-one, twenty-two, twenty-three, twenty-four, twenty-five, twenty-six, twonty-sevon, twonty-vight, twenty-nine, thirty — 1 brenbyeight 2 __ twelve 4 __ thirteen 5 __twenty 1b In pairs, point to a number. Your classmate says it. = © Write five numbers. Don’t show your classmate. Say your numbers. Your partner writes them in words. Compare your lists and check your spelling. ~ 5 Listening skills @ a Listen and choose the correct answer. L 1 The people are in: The people are from: a hotel a one country. b an office. ©® different countries. Listen again and circle the correct answers in the hotel address book. Check your answers with a partner, Listen again to check. 6 Speaking skills boy a Write your address/an invented address in your notebook. 1b Work in pairs. - Ask your partnor LANGUAGE NOTE Mr. fmistor/ aman Mrs. misiz/ a woman (married) for his/her details, Write “Salem ee cere - them in your unmarried) notebook. || Miss /ms/ a gitl/young woman (unmarried) USEFUL LANGUAGE What’s your address? How do you spell... / that? What's the zip code? Excuse mo?Look at the picture on the right and answer the questions. 1 Who are the people in the picture? 2 Whore are they? 3. How are they feeling? a Complete the dialogue with words from the box, they're she’s are I'm A Hii, Marcus. How 1 you? Ba fine, thanks. How 3 the kids? A Oh, 4 they're great. Happy and healthy, crazy B And Susio? A Well, 5 kind of stressed. But it’s almost the weekend. B_ Yeah, that’s right. Listen and check your answers, Work in pairs, Practice the dialogue together. Then change roles and practice it again. Uso your partner's name. 3 Prepa Look at the dialogue in Exercise 2a. Underline the adjectives (there are six) Sim Fens. b_ Chock your answers with a partner. © Match the sentences and the pictures. He's tired. Ho's angry. They're hungry. He's stressed. Sho's happy. Its hot. He's cold. Noakes RcaTopic: feelings Vocabulary Grammar Reading Listening Speaking adjectives: feelings review be reading a dialogue listening to sounds asking and saying how you are At the beginning of the class, ask students how they feel. Suagest some adjectives they Introduce the topic may choose: happy? tired? stressed? hungry?, and say how you feel yourset. Warm up 7 7 For Exercise 1, diroct students’ attontion to the picture of the pilot and co-pilot in the airplane cockpit. If necessary, help with vocabulary (excited, worried, relaxed, calm, etc.) Task Ask students to complote Exerci answers with a friend. 2a individually and then to compare their Have students check their answers by listening to the audio for Exercise 2b. Then have them listen again and mark the stressed words with a small box over each word. Suggest students try to imitate the recording as exactly as possible as they do Exercise 2c. Walk around the class encouraging them and ensuring they take turns practicing both roles. Prepare Before students do Exercise 3a, check that they understand that adjectives are words used to describe people and things. Aftor comparing their answors in Exercise 3b, check in open class that everyone has the right answer, Ask students to continue working in pairs for Exercise 3c. Then check answers with the class and check students’ understanding of the adjectives. ————————————— AH, Marcus. How are you? Bm fine, thanks. How are the kids? Oh, they're great. Happy and healthy, crazy B And Susie? ‘A.Well, she's kind of stressed. But ifs olmost the weekend, B Yeoh, thats right ‘Meeting and greeting ‘Unit netit q\ 4 com “yes/no” questions Check students understand that they have to use either is or are in Exercise 4a and draw attention to the Warning box before they start. Ask them to do the exercise individually and then to compare their answers with a partner. Check answers with the whole class. Before starting Exercise 4b, check that students are familiar with short answer forms by referring to the example on the page, and by asking a student Are you stressed right now? The short answers using the verb be are as follows: Yes, !am. No, Im not. - Yes, you/we/they are, No, you/we/they aren't. Yes, he/she/itis. No, he/she/t isn't Make sure students know that they have fo use the words Yes and No in short answers in English, as in some languages a verb alone may be used for a short answer. ‘it a 5 Compare © Before students do Exercise 5a, make sure they understand that they only need to write down the adjectives that describe how the people are feeling. For Exercise 5b, ask students to follow the format in the book. Check that they understand the words Yes, agree. Also introduce the opposite No, I disagree, and - draw attention to the Useful Language box. f Dy 6 Notice : , a’ Follow up ce (Tis on Meeting and greeting Ask students to also analyze if the word order in questions in their own language(s) is fixed, or can vary. Make sure students understand that in English the es word order is fixed. This is an important aspect of English word order. There may be important differences from = {question formation in the students’ own language's) where intonation (or punctuation) may play a more important role than word order in marking an utterance as a question. To check students have understood, write a few more mixed correct and incorrect examples ‘on the board and ask them to identify which are right and which are wrong Is she fired? He is cold? Make sure students realize they can use words like hot, cold, hungry, etc. to say how they really feel. Encourage them to try to have natural conversations. Draw ( attention to the last line of the example, where B reacts to what A has said, and J elicit a few more alternatives. Great! Oh, no!, etc. Before starting the walk-around activity, ask students to draw a grid with two columns and. six rows. Have them record the names of six people and how they feel, as they do the ‘activity. Hove students report to the class on how the students they interviewed are feeling. Victor's happy. Jazmin’s tired. po sound of a woman singing happily sound of a baby crying hungrily sound of teeth chattering from cold sound of people arguing angrily sound of a man yowning tiredly ‘Oh, no! Ihave so much work! [stressed] eosenea Write the correct form of the verb be 1 Ave _ you stressed right now? Is__ your twacher happy _Is_ it hot in your country? 2 3 4 _Are_you hungry right now? 5 _ Is your classroom cold? 6 _Are_you tired? b_ Work in pairs. Ask and answer the questions. Use short answers. A Is your teacher happy? B Yes, she is. / No, she isn't. WARNING Jam hungry. 7 Thave hungry. X 5 USEFUL LANGUAGE Compare Listen and write down how the six people are feeling 1 happy bc eck your answer with a partner. A. Number one? B I think she’s happy. A. Yes, I agree Notice ‘To form questions with the verb be, the verb and subject change position. How are you? Is she okay? f She is okay? X Is the word order in E ish different or the same as your languagy up Walk around the class. Ask and answor about how you are. gola, How are you today? B_I'mfine, thanks. How are you? A I'm kind of stressed. B Oh, I'm sorry 1'm happy, That's good1 The verb be Use + Use be to talk about identity, age, and feelings. * Use contracted forms when you speak and write informally. Form Full form Contracted form 1 am 1 ‘m from Rio. You are You etre, He He a student. She is She 's 19, It tt cold. We We happy. You are You ‘re students, They ‘They from Cuba. Question form In a question, change the verb and subject position. ‘She is from Spain. She from Spain? Where is she from? Circle the co; form. Worm Gasaome)3 bah am? ined. 2 Are AISyour sister rom tty? 4 We is A&irom Venezusia. 2 The alphabet The English alphabet has 26 letters: 21 consonants and five vowels. Aa Bb Cc Dd Ee Ff Gg Hh ti Mm Nn Oo Pp Qq_ Rr Uu Ww Ww Xx Wy 2 KK OU Ss Tt The letters are pronounced like this: Feil A del faut fot hl feof AHJK BGDEFLM LY 0 QUWR WPT. V NS.XZ 3 The indefinite article Use * Use a before countable nouns that begin with a ‘consonant, a book * Use an before countable nouns that begin with a vowel, an umbrela Complete with a or an. 1 a country -A_pen wallet an address book 2 3 4 5 an audio CD 1 Countries e e India Japan China Australia Ecuador ran Eaypt Korea Turkey chile England Traliand 2 Everyday items a wallet aignter a pen a notebook 2 cal phone en umbrella 2 magazine an airplane tckot a pessport an address 00k What things do you take in these situations? 1 apary 2 ajob interview 3 the moves 4 avisit to England 3 Numbers 1-30 4 Adjectives: feelings He's hungry, They're cold, ‘She's tired. They're happy. She's stressed. 5 Useful expressions Excuse me? What’ a (capital letted? How do you spell that’? Thanks.Developing good study skills 1 Develop study skills 1a Use a vocabulary notebook to write new words. Try these three techniques, 1a definition in English: lest name = family name 2 a pictur: lipstick = 8 translation: I’m hungry. = Ho fame. b Remember to show the syllable stress, ‘Stress is shown in these ways: Bolivia Bolivia Bolivia Mark th stress on these words 1 a notebook wy 2 ning . 3 Bell 4 scoghsonant 5 a ylable ‘Add a translation, a definition, or pictures to help you remember the meaning of these words. a dictionary apen an umbrella a magazine a cell phone a lighter d Mark the stressed syllable of the words in your vocabulary notebook 2 Speak English! —— Remember to speak Engish as much as you can— iz in class and outside, ‘a Wiite these expressions in your language. 1. What's this in English?” 2 How do yau spel that? 3 | don't know, 4 How do you pronounce this word? 5 Excuse me, 6 I can't remember, b Add the Engish phrases to the correct column. My Asking for help or information ‘Saying you don’t know 1 What's this in English? 11 don’t know. 2 How do you spell that? 2 can’t remember. 3 How do you pronounce this word? — | 4 Excuse me, © Write more phrases in your language that you ~ think are useful in class, Ask your teacher how to say them in English and write them in your notebook.Leisure activities 1 Vocabulary: days of the week a How many days of the week can you find in this lesson? b Complete the missing days in the correct order. Sunday 1 Monday _ 2 Tuesday Wednesday ‘Thursday 3 _Friday Saturday @ Listen and check your answers. ‘Then listen again and say the days with the correct stress. LANGUAGE NOTE d In pairs, ask and answor tho questions. on Monday 1 What's today? on Monday evening on the weekend 2 What's tomorrow? 3. When is your English class? 4 What days are the weekend? aftemoon/evening 2 Vocabulary: sports and exercise a. In pairs, look at the gym leaflet. Match the icons with the activi agrobics {spinning tennis syball_yoga b_ In pairs, say the words and mark the stress. yoga © In pairs, say where you think the activities in Exercise 2a are from. T think tennis is from the U.K. d_ Student A look at page 134 Student B look at page 136. 2 aerobics In pairs, ask and answer questions about the ew classes. se A. When are the ‘ai chi classes? B On Friday. / On Friday morning, A Thanks. Unit2 Sports and leisurefe)e)XeaV-m Topic: leisure activities, sports and exercise L Vocabulary Reading Writing Listening Speaking days of the week, reading aleaflet_ completing a listening to asking and soying sports and exercise membership card conversation when things are, asking for personal details Begin the lesson by writing Today is__day on the board. Find out if any students know the name of the day. Ask them how many days there are in a week. Ask them if they know . the names of any other days of the week in English — 1 Vocabulary: days of the week Rta Students should be able to find all the days of the week for Exercise 1a, Ask them to underline the days. For Exercise 1b students need to put the days they have found in the correct order. Have students compare their answers in pairs before they listen to the audio for =~ ~ Exercise 1¢. Point out that the syllable day is not stressed in any of the words for QL the days of the weok, and make sure they repeat with the correct word stress. As students do Exercise 14, monitor and check intonation. Note that day is = stressed in today. be Ask questions using the names of school subjects thatthe students wll understand. When is your history class? When is your geography class? Introduce the words moming and. ‘ffernoon. Ask When is your English class? again and elicit the response On Friday morning k (for example). Ask further questions with other subjects to give practic in the days ofthe \week ond the times of day. 2 Vocabulary: sports and exercise tt «> Ask students to work in pairs and encourage them to help each other with = Exercise 2a, as Introduce the topic of sports and leisure by asking the students to brainstorm all the sports they can think of. Set a fixed time limit, hwo minutes for example. Then ask for contributions fom the dass and write up their suggestions in English on the board. Some of the words Se will be familiar as they are international words (football, basketball, tennis, etc). Be prepared to provide the English words for sports that do not have international names (table fennis, cycling, running, soccer, etc). Check that students have understood the words before moving on to checking the pronunciation in Exercise 2b. = Have a student read aloud the model in the book for Exercise 2c before they start working in pairs. Finish by comparing answers in open class, ke Draw students’ attention to the Language Note before they start Exercise 2d. Make sure each student in the pair looks at a different page, and make sure they use only English to do this exerc - Sunday, Monday, Tuesday, Wednesday, Thursday, Friday, Saturday. - Sports and leisure “unt THef ‘if CY 3 Listening skills @ 2 = ob g Before playing the a ‘for Exercise 3a, allow students time to read the questions and provide help with any vocabulary they may not understand. You may need to play the audio more than once. Ask students to compare answers in pairs then check in open class When checking answers for Exercise 3b, you can replay the audio, pausing after cach sport is mentioned, Speaking skills Establish the context thoroughly before playing the audio for Exercise 4a: draw students’ attention to the membership cards and check they remember the meaning of the words on them. Then, tell students they are going to hear a conversation betwoon the rocoptionist of the gym and someone who is apply for a membership card. After students have listened, ask them to compare their answers, If nect ary, play the audio again. Draw attention to the Language Note, the Warning, and the Useful Language box before you ask students to do Exercise 4b. Elicit the questions from the class by asking, for example, What do you say when you want to know someone's first name? As students do the activity, walk around the class providing help necessary. a [AH Cont help you? 8H: | want 0 take a class Aves? BU ‘ADo you know what class you ‘want fo take? BUh... not really. ‘A How about which days? 8 Oh, uh... Tuesday or Friday. ‘A Okay. We have yoga on Tuesday, cr aerobics. Do you like aerobics? B Aerobics. No, no | dont, really. ‘A Okay, on Friday we have karate or volleyball B Mim. mm not sure. Do you have list of all the classes? Aves, here's a leaflet with a ist of the classes. B Great, thanks. Un, I don't know aun Sports and leisure Ai. lke to join the gym, please B Sure. |just need some personal deals, A Okay, B What's your name? A Susan Pierce. B.Can you spel the last name, please? A Sure, PERCE. BP-LER-C-E And your age? Abxcuse mo? B How old are you? Ah, fm 24. B And are you a student? ‘Ayes, 1am. 8 Good. We have a student discount AGreat! B Okay, | need a photo for your ID. Card. Good, thanks. That 700 dollars for a one-year membership, ‘AAAyear. That's good. Here's my credit cord B Thanks .... Okay, here's your ID. card, ‘AThanks. Can | start now? B Sure. Il just calla trainer3. Listening skills (@ a Listen to the conversation at the gym and choose the correct answers. 1. The two poople are: a_ in the gym café, at the gym reception, 2. The cliont is froo on: a Monday and Tuesday. ‘Tuesday and Friday. ~ 3. The client: chooses a class. ® dovsn’t choose a class. ® b Listen again and check the sports you hear. volleyball @f — tennis aerobics Of karate 7 soccer Q swimming Q yoga cf 4 Speaking skills «® @ Listen and complete the first | LANGUAGE NOTE membership card. ‘are you?) T'm/Iam b Work in pairs. Aska How old : he? He's / He is 25 (years old). classmate questions isshe? She's / Sho is to complete the second card.Speaking skills In pairs, look atthe pictures, 1 Name the sports. 2 Say how old you think the people are, A Number 1 is swimming, UsEFUL LANGUAGE —B ‘!thinkshe's about 15. f oI How old is she? j a s She's about 20. 2 Reading skills \ a Look at this information about intorosts. Choose the correct option for the sentence. F This data refers to: . C6 a children, bs es b_ rotired people. e-business people. research snows that Som @ college students. \W ictorosts are especialy relevent b Choose an appropriate ending for each topic 10 cortain age OUP sooing ——— in restaurants or bars eating and drinking sports playing or listening to. music using ca ends or family ee ewe playing or watching: e now technology (og. the Internet? texting/e-mail)Objectives [Bichieinecay Grammar Pronunciation Reading Writing Speaking questions and rising intonation reading o report completing describing pictures answers with do questionnaire Speaking skills ft oO Remind students of how to ask about age and draw their attention to the Useful. Language box before they do Exercise 1. Encourage them to use the word about in their answers to question 2. Compare answers in open class. Answers 1 swimming Vai-chi 3. spinning 4 aerobics 5 yoga 6 tennis 7 volleyball Reading Skills KE Before students read the text in Exercise 2a, ask them to read the four options, and check they understand all the vocabulary. To check the meaning of retired people, ask Who are retired people? Make sure students understand they are people who do not work any more. Next, have students look at the table in the bottom left- hhand comer of the page and find out who the data refers to. Tell them that the key word is somewhere in the document, Check that everyone has the correct answer. Have students do Exercise 2b individually and then compare their answers in pairs. Check the answers in open class. Refer again to the table and ask students Do you like sports? Do you like listening to ‘music?, and so on. For the time being, the answers Yes or No are sufficient, Sports and leisure tnaPB 2 Crammar: questions and answers with do Have students do Exerc idually. Make sure they find the Language Resource on page 24 and use it to check their answers. @ Use the audio for Exercise 3b as a model for students to repeat the questions and answers with the correct stress and intonation, Draw their attention to the rising intonation in the questions and the falling intonation in the responses. Play each example several times. Ask students to do Exercise 3c individually, and then compare answers in pairs. Draw student's attention to the Useful Language box and check the answers in open class. Then have students practice the dialogue in pairs, taking each of the parts alternately. 5 Use the format of the dialogue in exercise 3c and go back to the table on page 18 for ‘more words to use in the dialogue. Do some examples across the class: Do you like listening to music? Yes, 1 do. Do you like eating in restaurants? No, I don’t. Then have students to stand up and walk around the class asking other students questions about their likes and dislikes. ca ft (QP + Pronunciation: rising intonation - ) 2 Play the audio for Exercise 4a one sentence at a time, and ask students to repeat chorally and individually. Make sure they can reproduce the rising intonation typical of yes/no questions. Draw students’ attention to the Language Note. Then ask them to do Exercise 4b in pairs. Check in open class that they all havo the correct answers and correct their intonation. Then have them ask and answer these questions in pairs. 1a 5 Writing skills ~ Have students do Exercise 5a in pairs. Point out that students should write their own questions for f and i. Monitor and correct. Then have students do Exercise 5b individually, before asking them to work with a different partner to complete Exercise 5c, Monitor, concentrating on the intonation of the questions, ic Finish the lesson by eliciting feedback on students’ kes and disikes in open class: ‘Mari, do you like watching sports? You can also use this as an opportunity to preview the third person of simple present by asking about students’ partners: Maria, does Adriana tke yoga?, eliciting a yes or no response, and amplifying it yourself Yes, Adriana likes yoga, Os “ ‘ADo you like playing sports? 1 Do you like playing sports? i B Yes, Ido, 2 Do you like spending time with your family? ‘ADo you like swimming? Bis okay. Ao you lke playing tennis? BNo, I don't eo Sports and leisure3 Grammar: questions and 5 Writing skills answers with do a_ In pairs, complete the questionnaire a Choose the correct form. Check your bale answer in the Language Resource on b Answer the questions for yourself. ‘= page 24, Usoa ora X. Do you like use /Gsing)the Internet? © Ask another student. Yes, Hike, Aes, do) Complete the “Your partner” column, ® b Listen and repeat. USEFUL LANGUAGE Do you like pla Do you like aerobies? sports? Yes, I do, Yes, Ido. 7 No, I don’t (do not). © Do you like swimming? Yes, ike, 1s okay. wa ® Do you like playing tennis? 2 No, Idon’t. ¢ Complete the dialogue with the ‘words in the box. Questionnsire: [a do don't Hike you | Personal likes and dislikes Jo 1 20. you 2 like swimming, Please take time to answer the au questions below. Thank you Sue Yes,13_do! Jo How about tennis? Sue No, 1 4 don’t. How about fe Relationships Regine! ves, NS 5 ‘@ Doyou like being alone? Sah Ey bidet ee b Doyou lke getting (get)togethe’ OQ Q a Q 4 Pronunciation: rising enh end? intonation cD I ine Gpendineacsec og so lik spanns (spend) time \® a Listen and repeat these questions. ‘with your family? a. 9 1. Do you like playing sports? 2 Do you like spending time with Hobbies = J yar femilgt Do you like playing sports? oe er Do yaulike listening (isten) to music? b Choose the correct option to ask your pee ae eee. eae partner questions. Use the correct Do you Like _ oa 908 intonation. 1 @) Do you like swimming? Do you like swim? 2 a Like you art? @®)Do you like art? 3a Are you like sosing friends? Do you like seeing friends? 4 a Do you like liston to music? @ Do you like listening to music? LANGUAGE NOTE like + vorb + ~ing like shopping. Sports and leisure Unit2 i1. Vocabulary: likes and dislikes a. In pairs, mark the words positive (+), utral (+/-), or negative (-) horrible- great okay-+ all right+/- fantastic borin, In pairs, talk about the topics in the LANGUAGE NOTE reed and + oer yoga listening to mu: + but = ae A Do you like beer? B No, I don't. I's horrible 5 ‘A. What about tenn B Yes, [ike tennis. 4 ‘Gas eg 2. Listening skills In pairs, look at the different kinds of 1d MOR . R (i) @ music. Which ones do you know? a ® b Listen to the excerpts and decide 2 what musical type they are. © After you listen to each piece, say what you think of it A Tlove it! B I don't like it. 1's horrible! AE “AZZ LANGUAGE NOTE 1 don't like it/beer. 5 subject +verb + object y M/Beer is horrible. subject +verb + adjective ea Unit2 Sports and leisure Write sentences about your musical tastes. Use and, or, but. S the veck mouse, but $ don't the cla music. S dont like vock muse or chillout muse. I bike pop music and. chillout mous. e In pairs, compare your sentences. Grammar: Simple present — 3" person affirmative form a_ In pairs, look at the people above. What do you think their hobbies a 1 parachuting 4 rock music 2 yoga 5. karate 3 cooking 6 jazz Choose the correct form, 1GGk9)/ likes cooking. Star like (Qike3)rock music. Complete the rule. For the third person (he/she/it), add _s_ to the verb. Check your answers in the Language Resource on page 24. Choose the correct form. 1 2 3 Johnny like jazz, 1 don’t (ikey likes swimming. My mother(Gkesy don't like music. don’t likes beer, q Sho like /(ikeSgoing to the movies. 6 Wo(fike)/ likes playing tennis.Objectives [Bichieyanienry Grammar Vocabulary Writing Ustening Speaking simple present - 3rd _ likes and dislikes. writing sentences _‘entifying types of about likes person affirmative about music music listening fo a kes song 4 Vocabulary: likes and dislikes tic Mako sure students understand the words in the box in Exercise 1a, Demonstrate how the intonation of okay and all right can add positive or negative coloring when they are spoken. Have students practice the dialogue in Exercise 1b in open class before they develop dialogues for the other topics in pairs. Encourage them to give their own opinions about the topics. Divide the class into two large groups and read the dialogue with one half taking the port ‘of A.and the other the part of 8, and then switch roles. Then students can work in groups of four to discuss the topics. Draw students’ attention to the Language Note on the left of the page. Elicit examples using the words and write them up on the board. ike fennis and yoga. | don't ike studying English, but I like listening to music. | don't like yoga or beer. 2. Listening skills Draw students’ attention to the seven musical genres listed in the bottom left-hand corner of the page and have them do Exercise 2a in pairs. Check in open class and deal with any questions. Have students complete Exercise 2b by writing the appropriate numbers next to the words on the page. Tell students one style is not featured on the recording. Q Play the audio egain for Exercise 2c, stopping after each piece of music. Encourage students to uso the expressions from Exercise 1a and draw their attention to the Language Note at the bottom of the page. ‘Ask students to write throe sontences individually for Exercise 2d. Remind them to refer to the model sentences in the book and the Language Note, and to use the list of music genres at the bottom of the page. While students are doing Exercise 2e, walk around the class and correct. 3 Grammar: simple present — 3rd person affirmative form if Dy ‘Answer any questions about tho vocabulary and make sure students understand that thoro is no single correct answer to Exercise 3a, Havo students complete Exercise 3b individually, and discuss their answors in pairs, before they check in the Languago Resource. rock pop chillout classical folk jazz Sports and|eisure aresFR a 4 tistoning skis > Check students understand the questions in Exercise 4a, Then ask them to listen to the audio with their books closed. A Friday 'm In Love was released in 192 by Goth-rock pioneers, The Cure, and forms part of their ninth studio album, Wish, The picture on this page is of Robert Smith, their lead singer. After students have discussed their first impressions in Exercise 4b, ask them to work together to fill in as many of the blanks the song as they can. Play the song again for students to complete Exercise 4c. You might need to play the song more than once — especially if students like it! As. fun follow-up, the students could sing along with the audio and sing the whole song ‘or part of the song, Start with « prediction exercise. Have students work in pairs. Ask them to look at the ‘song and discuss which days of the week could go in the blanks in the song. Then draw their attention to the questions in exercise 4a. Play the audio and ask ther to discuss the answers in pairs (exercise 4b). ‘Now ask them to look at their predictions for the blanks again, Tell them you are going to Play the audio again and that they should listen to see if their predictions were correct ‘and correct any which were wrong. a v | dont care i Mondays blue, Dressed up to the eyes ‘Tuesday's grey and Wednesday 100, Its a wonderful surprise. ‘Thursday I don’t care about you, To see your shoes and your spits rise I's Friday fm in love, Throwing out your frown, ‘And just smiling at the sound, ‘Monday you can fall apart, ‘And as sleek as a shriek ‘Tuesday, Wednesday break my heart, Spinning round and round ‘Thursday doesn't even stan, Always take a big bite, W's Fiday tm in love Its such a gorgeous sight To see you in the middle ofthe night. Saturday wait You can never get enough, ‘And Sunday chvays comes too late Enough ofthis stuff But Friday never hesitate... Its Friday min ove. | don't care if Monday's black, | don't care if Monday's bive, Tuesday, Wednesday heart attack, Tuesdays grey and Wednesday too, Thursday never looking back, Thursday | don't care about you, Its Friday fm in love, Its Friday 'm in love, ‘Monday you can hold your head, ‘Monday you can fall apart, Tuesday, Wednesday stay in bed. Tuesday, Wednesday break my heart, ‘Or Thursday watch the walls instead, (Oh! Thursday doesn't even start, Its Friday 'm in love, Its Friday Fm in ove, Saturday wait ‘And Sunday always comes 100 late. But Friday never hesitate [ray una Sports and leisure4 Listening skills ® a Listen to the song Friday I'm In Love. Think about these questions. 4. What type of music is it? 2 Is the person in the song happy? 3. Do you like the song? b_ In pairs, discuss your answers. I think it’s jazz or rock. @ c Listen again and complete with the days of the week, | don’t core if Monday's blue, | don't care if Monday's blue, : Tuesday's gray and 1 Wednesday, too, Tuesday's gray and 10 Wednesday, too, y Thursday ! don’t care about you, Thursday, | don’t care about you, : vs2_ Friday — I'm in love. Its Friday, 'm in love Monday you can fall apart, 41_Monday_ you can fall apart, 3 Tuesday _, Wednesday, break my heart, Tuesday, Wednesday, break my heart, Thursday doesn’t even star, Oh, Thursday doesn’t even start, Its Friday tm in love. It’s Friday, m in love. Saturday, wait And 4 Sunday _ always comes too late But Friday, never hesitate | don't care if Monday's black, 5 Tuesday Wednesday heart attack Thursday never fooking back Its@__Friday _, min love ‘Monday, you can hold your head, Tuesday, Wednesday, stay in bed Or? Thursday watch the walls instead, It’s Friday, I'm in love 8 _Saturday_, wait ‘And Sunday always comes too late. But Friday, never hesitate. Dressed up to the eyes, 1's a wonderful surprise To see your shoes and your spirits rise. Throwing out your frown, ‘And just smiling at the sound, And as sleek as a shriek spinning round and round. ‘Always take a big bite, &'s such a gorgeous sight, To see you in the middle of the night, You can never get enough, enough of this stuff. 1ts9 Friday — /'m in love. Sports and leisure1 Warm up a. In pairs, divide the following activiti ‘swimming soccer tennis auto racing computer games jogging board games yoga volleyball chess basketball Alone With others Sremming soccer auto racing tennis computer games board games jogging volleyball yoga chess basketball b Talk about the activities in the box. Which ones do you like? I don’t like chess or jogging, I like swimming. How about you? 2 Task In small groups, try to answer the questions. USEFUL . LANGUAGE wnat sport co Liton Hewit and Andy Rodtlck I'm not sure. both play? Idon't know. atemis bvoleytal sooo 2 How old is chess? 2140 yeasold 1,400 ea od (014,000 years old Where s Juan Sebastian Verén from? ally DAgentna ¢Spain 2 What sport does LeBron James play? basketball bvoleyball soccer 2) What's the first name of the golfer Woods? alin Panter ¢Tger ure 22 into two groups: activities you do alone and activities you do with other people. “2 The score 30-0 is called “30-fove" in which game? abesebill b soccer o tenis “Salsa” and “samba” are both styles of... apaining bswimming dancing 3 What was the first name of Formula One driver ‘Senna? aAriel bTyson Ayrton D what are the names ofthe Schumacher brothers in Formula One? a George and Michael b Michael and Richard cc Ralf and Michael JO mere is “nintendo” trom? Gira began ¢ BaalObjectives :: sports and leisure Grammar Vocabulary Pronunciation Reading Writing Listening Speaking review be sports and stress in teading a quiz writing quiz listening toa saying how leisure phrases questions conversation sure you are activities 1 Warm up When students have finished Exercise 1a, check the answers in open class. ‘Ask students to suggest which of the items could go in either column, Check students understand board games by eliciting more examples: Trivial Pursuit, Monopoly, otc. Have students do Exercise 1b in pairs or ask them to stand up and walk around the class asking other students about the activities on the list. 2 Task Ww a Draw students’ attention to the Useful Language before they start Exercise 2. ‘Walk around the class monitoring thé groups as they work. Encourage them to use English in their discussions, but don’t help them with the answers. Q For Exercise 5 on page 23 M ‘A Hewitt and Roddick? Mmm ‘what are the options again? B Temnis, volleyball, soccer. No idea. Als soccer, isnt it? B No, sorry. Tennis. Now is our turn D Okay, how old is chess? ‘A.Wow, no idea. What are the options? D140, 1,400, 14,000 years. ‘A.What do you think, Maz? (C Wol ifs old, isn't? think its 1400 years old 1,400, 1,400 ... Yeah, 1,400 years old Very good! B Okay, next one. This is a difficult one. Where is Juan Sebastian Veron from? Do you know hin? A's Seba Veron, Mark! He's a soccer player. He's from Argentina CC Hang on. Isnt he from Htaly? | remember he played for Lazio, ‘A Yeah, but he's Argentinian. fm sure B Okay. Correct. He's from Argentina Next one. LeBron James plays basketball, vlleyball, or soccer? B | don't know. D1 don't think its soccer. How about basketball? B Yeoh, | agree, basketball sounds right. Right, Basketball B Whot' the first name of the golfer Woods: Lion, Panther, or Tiger? Umm, | know that — Panther! ‘AN, iio, its Tiger. B Yeah, that's correct, of course. The next one is easy The score 30-love? B Tennis, Okay? Yeah. B Okay, number seven, Salsa and samba, ‘Are they painting styles, swimming, or dancing styles? Maz? C Are you kidding? Theyre dancest South American dances! Al know that ‘C Okay, number eight, Senna. know that. 15 it Ariel, Tyson, or Ayrton? B Ayrton, Definitely D Hang on, | think is Ariel B Really? Okay, Are, then No, wrong! It's Ayrton, D Sorry B ifs okay. And the next one. The Schumacher brothers, what ore their names? ‘A One of them is Michael Let me think, its Ralf, isn't if? ‘AYech, its Ralf and Michael Yeah, that’ right, very good! € Okay, then, last one. Nintendo, Where is it from? Dis itChinese? B Oh, | don't think so. It's Japanese isnt if? D Yeah, of course, Japanese, € Okay, that it Sports and leisure |485 Gy 3 Prepare ~ Ask each group to write on one large shoot of paper, following the model in \ Exercise 3. Monitor their work and correct any errors of grammar, but do not correct answers at this stage. , (A) 4 Feedback ~ Ask a representative from each group to stick their answer sheet either on the classroom wall or on the board. Then ask students to walk around and read the answer sheets of the other groups. When they have finished, ask them if they found three answers that wore the same as theirs. f CD, Compare = Set the scene for the listening by telling students they are going to listen to four = people discuss the quiz. Tell them they will hear all the correct answers during the conversation, You may nood to play the audio more than once for everyone to identify the correct answers underlined in the audioscript. Finally, find out which group had the most correct answers. f QD 6 Notice mr Have students listen to the sentences in Exercise 6a and mark the stress oe individually. Then ask them to comparo their answers in pairs. Have students say the five sentences in exercise 6a in pois. Then have them guess where ‘the main stress is in each sentence, Listen to their answers in open class. ‘Then have them listen and check if their stress placement was correct. - eo Play the audio again for Exercise Gb, stopping after each sentence and repeating if necessary. When everyone has the correct answers, do some repetition of the sentences individually and chorally. ‘Ask students to keep a written record of when and where they hear or see these English phrases over the next week or two. Then compare to see who has noticed the greatest number of occasions. Tf aq 7 Follow up Make sure students only look at “their” page when doing Exercise 7a. Help with grammar and vocabulary as they write the additional questions. Continue Exercise 7b by having pairs move around the classroom asking other paits their additional questions. The audioscrit for Track 18 is on page 122 et That's easy. That's dificult, | know that | don't know. | don't think so, aa) unt Sports andileisure3 Prepare Write about your answers. Say which you think are easy or difficult. We think Lleyton Hewlt and Andy Ratdick bith Bay bens. (easy 4 Feedback Stick your answor shoot up on the classroom wall. Walk around the class and compare answers. Try to find three with tho samo answers as your group. 5 Compare Listen and check the correct answers. 6 Notice ® a Listen and mark the stress on these phrases. That's easy/difficult. T know that, I don't know. I don't think so. @ b Listen again to check the stross. Listen for these expressions when you listen to English speakers. 7 Follow up a Student A look at page 134. Student B look at page 136. Complete the questions about sports. Write one more question and answer, b Ask another team your questions. Give one point for a correct answer,1 The verb be Use + Use be to tak about age. + Use be and the number: I'm (1 am) 30 (years oleh. Ihave 30. X + Use about before the number to be approximate: He's/He is about 20, Form are you? I'm 23. HOW 00 ie he/sho/t? He's/She'st's 25 (oars ole. Look at the pictures and talk about the ages. ‘A How old is he/she? B I don't know. / He's about 30. i 2 Saying what you like Use + Use tke to tak about likes and disikes Form ‘Subject Verb Noun or verb + -ing \ Nour 22 "4 swimming. We dont like Bensenes They karate. He tikes She doesn't lke ‘© Use do to make questions and short answers. Do you like yoga? Yes, ! do. / No, | don’t. Yes, 1 lke. Choose the correct sentences. 1.@ Do you tke tennis? Like you tennis? 2 @ She lke going to the moves. (sho kes going tothe moves, 3 a They kes music. @ they lke music 4. 2 Do you ike green eyes? Yes ike (00 Jou tka green eyes? Yes | co. 5 a We ke play soccer We lke playing soccer. _ Vocabulary Summary. 1 Times and days of the week Sunday, Monday, Tuesday, Wednesday, Thursday, Friday, Saturday We say on for days and the weekend (On Monday | play tennis. 1.90 shopping on tha weekend. ‘We say in the moming/aftemoon/avening: Yoga is in the moming. Complete the sentences. 11 My English class is on 2 Itsin {time of day) (day/s) 2 Sports and exercise soccer tennis voleyball_golf swimming | autoracing eerobies spinning karate t'ai chi yoga basketball 3 Opinions Hove it. Its fantastic/great! It’s okay/all right. I don't like it Its terriblemornible! It's boring Talk about the sports in Section 2 above. Give your ‘opinion. b Write your opinion. 1 classical music S love t. 2. going to the movies 8 jazz 4 the Internet 5 golf 4 Pastimes see friends listen to music use the Internet lay or watch sports eat or drink in restaurants or bars {In pairs, ask and answer about these activities. A Do you lke seeing fiends? B Yes, | do. Do you lke listening to music? A lioveit 5 Useful expressions That's easy/ciffcut | (don't) know that. I'm (not) sur. How about you?Using linking words 1 Connecting ideas Look at how we use words to join two ideas. Joho likes tennis. John kes swimming, > John likes tennis and swimming eak German. | don't }e2k Italian. > | speak German, but | don't speak Italian. > I don't speak Italian, but | speak German, | don't like scoer. | don't ike karate. + | don’t lke soccer or karat bb What i the difeenoe? Compare: tennis on Monday or Wednesday. ay and Wednesday the sentences with a conjunction: and, but, or Nike tennis, _but _ | don’t like swimmin; George is about 25 or 26 years old is yoga from Indla__or__ Chine? — rm not sure Ike Istening to music _and_seeng trends ne Internet _and_ e-mail ere very popular in my county. My sister kes watering sports, hut hink is boring > arrt 2 Using texts to help your writing a Match the pictures with the correct e-mail b Underine connectors in the texts. © Write an e-mail about yourself Show it to other students. . ( J Hi My name's Federico and I’m from Rome, Italy. I Like swimming, tennis, and seeing friends and family. I’m 22 years old Call or text me at 335 1066148 Hello, My name’s John Walker. I’m from San Francisco, California. I love yoga and playing the piano. I’m 45, but I feel about 25! Call me at (415) 346-7192 or e-mail me at johnwalkerémail.netWARNING In English, use brothers and sisters, not brothers (unless they are all boys), mother and father or paren not fathers, ot a Work in pairs, Discuss these questions, 1 Is your family big or small? 2 How many brothers and sisters do you have? 3° What are the names of some members of your family? b_ Write pairs of words from the box in the correct column. Then check with 4 partner. grandmother sister father | brother grandfather mother | daughter son husband wife Woman/Girl mother Man/Boy father » Be Nad Look at these first names of famous people. Put thom into families. Write the names in the correct column. ‘The Simpsons The Osbournes In pairs, check your answers. Listen and check your answers. Listen and write down the names of the five people they are describing, 1family relationships Objectives Sronwndr Vocabulary Listening possessive ‘s and family members: mother, _ listening for specific possessive adjectives father, brother, etc. information ‘Speaking talking about family relationships For an effective introduction to this topic, bring in some pictures of your immediate family. Depending on the size of the class, either pass the pictures around or fix them to the board. Ask questions such as Who is this? or Is this my brother? The students will use some of the key vocabulary. Now ask them to write down all the family words they know. Ask them to do this individually a frst. Give them a few minutes to make a short list and then ‘ask them to compare with their neighboris). Now ask the class to read out the vocabulary. Correct any errors of pronunciation at this stage. 1 Vocabulary: families In pairs, students discuss the questions in Exercise 1a, Allow a few minutes and then ask them to report to the whole class. Correct any grammar or pronunciation errors. It might be useful to write a few examples on the board at this stage: Carlos is Maria’s brother. Luis has three sisters. Ask students to do Exercise 1b individually and then to compare their answers. Make sure everyone has all the answers correctly noted in their books before moving on. 2. Listening skills Before doing Exercise 2a, chock that your students know that The Simpsons and The Osbournes are well-known TV shows featuring families. Remember that in some languages, the members of the Simpson family have different names from their English ones. It might be a good idea to prepare some pictures of both families 1 help the students identity the characters. if you cannot fnd magazine pictures, try finding something on the Intemet. For Exercise 2c, you may have to play the audio more than once. To make the task in Exercise 2d easier, give students an example. Choose one or two of the charactors not described in the exercise (Margo, Sharon, Kelly, or Maggie) and describe them to the students using this pattern: This person is (Bart’s mom) and (Homer's wife). Who is it? oe ‘Man Okay, this is easy. ‘Man Okay, what can we soy about this one? ‘Woman Yeah? Which ones are He's Kelly's brother Osbournes, then? ‘Woman And he's also Ozzy/s son. Okay, ‘Man Well, Ozzy, of course, and that's number 1. What about number 2? he’s married fo Sharon. ‘Man Well he's Barts dad ... and Woman And their children are ‘Marge’s husband. Kelly and Jack ‘Woman Number 3 is Maggie's sister ‘Man That's right. How about ‘and Homer's daughter the Simpsons? ‘Man Okay. How about 4? Let's see Woman Well, Marge is the ‘Woman This is easy, too ~ Marge and mom Homers son ‘Man And Homers the dad ‘Man And Lisa's brother. And the last one? Woman And their kids ore Number 5? Bart, of course, liso, and ‘Woman He's Kelly and Jack's dad ‘Maggie ~ easy! ‘and Sharon's husband. ‘Man Okay, thats it. Finished! ® ® Families “units | FBe)tt Da 3 Grammar: possessive ’s and possessive adjectives ‘The grammar point in Exercise 3a is a key one and you may need to discuss it in the students’ native language to ensure that they understand it. Draw attention to the example in the Warning box lower down the page. Explain that itis NOT the brother of isa, as it may be in their mother tongue, but Lisa's brother. Ask students to change a few more examples in the same way. For example: the father of Jack; the son of Marge. At this stage, you should pay close attention to pronunciation and: ‘ensure that the “scan be heard, Have students complete the table in Exercise 3b individually and then compare their answers. If students have problems with the concept of “subject”, give a mother tongue exemple to help them. Exercise 3¢ has numerous answers. (Question 3, for example, has no fewer than 16 possible answers.) Make sure that the students understand that two different ways is sufficient and that there are many possible correct answers. You could ask students to write some examples on the board. In Exercise 8d, make sure the students know which word they have to correct in each case (the possossive adjective). ‘MP com, 4 Spoaking skills For Exercise 4a, make sure students only look at one of the pages referred to and encourage them to use English to resolve the activity. For Exercise 4b, ask students to write the names on a blank sheet of paper. Monitor as they do the task, and help with vocabulary. Check students are using ’s correctly. Exercise 4b can be extended as a wrap up exercise at the end ofthe lesson. Afier students have worked in pairs, ask them to stand up and mingle and ask several other members of the class about their family members, If you have time, make a fill in the blank quiz for the students to do as homework to consolidate their knowledge of the grammar point and the vocabulary. Apart from well known international stars, use some famous people from your country. For example: 1 Madonna is Sean Penn's ex-_ 2 Venus Willams is_____ sister. etc. ilies3 Grammar: possessive 's and 4 Coroct those sentences pomessiveatlectives 1 She's yore, 2 They are youve parents. 3. Tony and Nicky are thein grandparents, 4 They ate she's brother 5 Charlio is pers 8h. Look at these examples Bart is Lisa's brother. Ho is her brother. That is Homer's car. That is his car. eCheck your answers in pairs, Gircle the correct options in these rules. 4 Speaking skills Use apostrophe s to expross the a Student A look at page 135. LANGUAGE NOTE relationship between people/ Student B look at page 137. Nitehionoae things or possession of an object Ask each other questions about the divorced, you put ex- in 1 Use his when the possessor is people on your list. Score a point for front of wife or husband: female ack eomeeck ansWeot Sean Penn is Madonna's 2 Use herwhen the possessor is A Who's Venus Williams? exhusband male B She's Serena’s sister, 1b Complete the table, Subject __Possessive adjective I my you your she her he his we our you your they their WARNING Lisa's brother the brother of Lisa X ‘There are no plural adjectives in English ‘our parents cure parents Ren ¢ Inpairs, answer the following questions in different ways. b Write tho names o! ‘Try to answer from memory. ten tip naspes of bate USEFUL LANGUAGE people in your family in pairs/groups Who's that? What is the relationship between: of names. Rea 1 Ozzy and Sharon? Haine, Paul, Rab, Army, Gober igianes Sharon'is Oye Ve In pairs, ask and answer questions He's my father She's his wife. e people, Ozzy is Sharon’s husband. Anant 2 Ozzy and Kelly? B She's Paul’s mother. She's Rob's 3. Bart/Lisa and Homer/Marge? wife, She's my grandmother. 4 Sharon and Jack? A Who are Amy and John? 5 Marge and Homer? B They're my parents.Tet ASK THE FAMILY Every week Family Life Magazine asks a different family one question. his week’s question: How lucky do you think you are? Mom (Diane), 42:! ‘think I'm really lucky. Lhave. a wonderful husband ro oe get fis—wo theyre greatest ofthe te! Lhe 8 | Tae and alhouse with a yard.Yeah| guess fm pretty lucky Dad (Harry), 41: | don't feo! very lucky at al these days.| dont ike my job—its boring, and Lhave too much work don't have any time to spend with my fami, and fro always stressed ov Katie, 19: m okay guess My fail it too bad.and have Sor Tentactic frends, | don't have a botiend but there are lots of Dore 1 tee enjoy my college dases.| need ajob though because {don't have any money! Frank, 17: It was my birthday last week so Irn feeling very ude right erariom and Dad gave me a new bike and some rronex and Katie gave me some new jeans: General fd The more freedom, thought¢ Tike to come home later, especially on weekends Carrie, 13: |have exams right now.s0 | don't feel lucky a allTheyre really hard and Im worried about my grades | so have too much homework—it's terrible. Ea unk 3. Families 1 Reading skills & Work in pairs. Look at the Answer these questions. eee What is the relations! these people? How old do you think they are? between b_ Read the article and write the names of the people in the spaces above. ¢ Match the words in the article with their meanings. 1 yard d a. liberty 2 stressed oute —-b donim pants 3 enjoy like 4 joans b outside space next to house 5. freedom a @ not relaxed _ Look at these positive and negative adjectives from the article. Add three ‘more adjectives to each column, Positive Negative wonderful bad lucky boring great strossed fantastic hard new worried terribleObjectives [ielstearnmaiis Grammar Vocabulary Pronunciation Reading hove positive and sentence stress reading for general negative adjectives understanding Speaking talking about likes and possessions Bring in some photographs or magazine pictures of people and ask the students to say how old they think the people are. Note that the expression / think .. is very useful here, os in I think she’s 20, | think he’s 60, and so on, One way to get and hold students’ attention is 10 give what are obviously wrong answers yourself. For example, showing a picture of a oy who is around 15, say He's 45, isn't he? Reading skills ‘The word Jucky is central to the text. Make sure students understand it before they toad. You could check by giving two examples, one an example of a lucky person (someone who wins the lottery) and another an example of an unlucky person (someone who loses his or her job, for example). Ask students which number is “lucky” in their country and which one is “unlucky”. “Make sure students try to guess the answers to Exercise 1a before they read the text. IFnecessary, get them to cover the text in their books while doing this activity. Set a time limit (say five minutes) for the reading task in Exercise 1b. This will encourage slower readers to read a little more quickly and may stop them getting distracted by vocabulary problems. When you check students’ answers, encourage ‘thom to tell you tho words from tho toxt that support their answers. For Exercise 1¢, make sure students can find the words in the text and encourage them to use the context from the text to resolve the exercise. There may be some disagreement over the answers to Exercise 1d. The obvious positive ones are Jucky, great, and fantastic. The obvious negative ones are boring, terrible, and hard. As hard has two meanings, you may need to clarify that it means difficult in this context. It could also be argued that stressed out and worried are negative. ff a Families units 128”Pf @\ 2 Grammar: have Ask students to check the answers to Exercise 2a in pairs before going through them with the whole class. Whon students have completed the rules in Exercise 2b, encourage them to make up their own personalized examples. Haves a regular verb, except that in the third person it reduces fo has not hows Common problems and errors Students often forget the third person form. She bavé... She derrt have... Inferrogative and negative forms are complex, and students often revert fo a translation from their ovin languages. She.othave a car. Have-roore cor? Students sometimes find itficul fo use auxiliaries in short answers, using main verbs inslead. Do you have a boyfriend? Yes, | have. When students have corrected tho statements in Exercise 2d, let them check with a partner before going on to the next exercise. Don’t give them the correct answers yet! Use the recording in Exercise 2e for studonts to liston and check their answers. Pronunciation: sentence stress Play the audio again. Ask students to listen for the stressed words. Pause after each sentence, and ask students which words are stressed. Play the recording a third time, Ask students to listen and repeat. Key words that carry meaning are usually stressed (Diane, house; other words like a. and fare usually unstressed. Note: don‘tand doesn’t are usually stressed; they carry meaning {they show negativity). Answers: 1 Dine has a house. 4 Frdok haga nd bike, 5 ie Frank dotsn't have a car. 2 Higery hag a j8b, 5 Catrie has exams. 3. Katie docan’t have a lot of money. Speaking skills Model Exercise 4a by asking a couple of have questions to selected students, Model Exercise 4b by asking Do you have a lot of friends? If students say yes, mime checking yes. ‘Ask students to read the sentences and check they understand the vocabulary Whenever possible, move furniture or move students to create an open area for them to interact freely. Encourage students to walk around, and ask different students the questions, ‘Monitor, participate, and note errors. For feedback, ask students to tell you what information they discovered. f necessary, glve feedback on common errors using the board. Check the sentences students write in Exercise 4e for grammatical accuracy. Students themselves will correct for factual accuracy in Exercise 4d. 1. Diane has a house. ‘4 Frank has a new bike, Frank doesnt 2. Harry hos a job. have ¢ cor. 3 Katie doesn't have alot of money. 5 Carrie has exams.2 Grammar: have a. Look at these sentences from the article. 1 have a wonderful husband and @H [don’t have a boyfriend. three groat kids. Write a term from the box for each number. 1 6) 5 affirmative sentence subject negative sentence main verb object auxiliary verb infinitive @AD—@AD) b Complete the rules. Add examples. + To form an affirmative sentence with have, use Sudyect +main verb Example: + To form a negative sentence, use _subject_ + auxiliary + infinitive Example: + For the third person, use has/doesn’t have. Example: Katie has some fantastic friends, She doesn't have a boyfriend, © To form questions, use do/does + subject + have. Example: Does Diane have a house? —Yes, she does. Do you _have_a car? -No, don't. ¢ Read the article again and underline all the examples with have. Correct these statements about the family. Diane dasse-Hrave 3 plows, Hart ob. Pes eee Frank hedge dpeve Carrie dossm'+trave Bis. @ e Listen and check your answers. weene 3 Pronunciation: sentence stress } Listen again and notice which words are stressed. Repeat the sentences. 4 Speaking skills a Work in pairs. Look around you. Ask each other questions about the other students. ‘A Does Marcy have a pen? B_ Yes, she does. / No, she doesn't. / I don’t know. b Play the game. TON oz a 1 Read the sentences in the table ae and check you understand them. a Tea | 2 Walk around and ask different be | people the questions. A Do you have a lot of friends? B Yes, I do. / No, I don’t. © Write some sentences about your classmates. has a dog or a cat. Carla has a ta: of frends, but —— she devsnit ike her yb. d_ Read your sentences to the class. If you hear something you think isn’t true or correct, shout out! ~—Famies (una eaGLOSSARY child of your mother’s/ father’s brother/sister generation ‘group of similar age single parent mother or father with no partner only child. person who has no brothers or sisters ‘Thanksgiving family holiday in the USS. relative family member Units 1 Reading skills a Look at the pictures, In pairs, discuss these questions. 1 What is the difference between these two families? 2 Which one is more like your family? b_ Look at the text below Student A read “The wife’ Student B read “The husband’ Complete the table below for your text. Big family? Brothers/sisters? Cousins? Other relatives? wy. MW Luigi's tt is very different from mine, For a start, his family is really enormous—he has three brothers and two sisters and about 13 cousins! His brothers and sisters are all married, and they have and brothers and sisters live in the same city. They see each other a lot— they often visit each other and eat together. Sometimes more than 25 of them sit down to eat together, and often its three generations. No wonder they're always cooking! | think it's reat to have a big family because they help each other as much as they can. Sometimes it's very noisy, though, and | always feel very tired after | visit them. Families ev Cc lots of chil Q of children. All his grandparents O ”) =) cS Yes 3 brothers, grandparents all in same c Luigi 2 sisters brothers’ /sisters’ children Lily No No Ask your partner questions about their text and complete the other half of the table. Does Luigi have a big family? Where does Lily's family live? Ww i My wife Lily’s family is very different from mine. First, it's very small. Her mother is a single parent, and Lily is an only child She has only two cousins, and they aren't married. Her only grandparent—her mother's father—and her cousins all have their own houses, and they live in different cities, so they don’t see each other very often. They only get together as a family on Thanksgiving, but they all talk con the phone a lot. | think its sad not to have brothers and sisters, but you get a lot of attention in a small family, The ‘g00d thing about small families is there's always lots of time to talk, and they always listen to each other because there isn’t too much noise! Whereflive?[@)e)(fei/IV=9am Topic: comparing families Vocabulary Reading Writing Listening Speaking child/children reading a magazine making notes listening to descripfons exchanging ortcle of families, listening to information about ‘song families, Set time limit of two minutes and have students write as many words for family members, as they can remember. Then elicit examples from the class and check pronunciation, Draw. a fomily tree on the board and write in father, mother, son, daughter, sister, brother, etc. Include cousin, aunt, and uncle, and highlight the general word relatives, to describe all he relationships illustrated in the family tree, 1 Reading skills Briefly review the words for family members before asking students to look at the pictures ft ro ‘and discuss the questions in Exercise 1a. Then, have some pairs share their answers to question 2 with the whole class. Refer to the Glossary and check that all the students understand the terms before they start Exercise 1b. Make sure students only read one of the texts, Monitor and check they have completed their half of the table correctly. Before students start on Exercise 1c, review the questions they will need with the whole class. When they have finished, check their answers in open class. oe For Exercise 5 on Page 31 M1 ‘Motherless child Sometimes | fee! like a motherless child Sometimes | feo! like a motherless child Sometimes | feo! like a motherless child ‘Along way from horne Sometimes | wish | could fly lke a bird up in the sky Sometimes | wish | could fly ke a bird up in the sky Sometimes | wish | could fly ke a bird up in the sky Alitle doser to home: ‘Motherless children have a hard time ‘Motherless children have a hard time Motherless children have a hard time long way from home Sometimes | fea! lke freedom is near Sometimes | fee! lke freedom is near Sometimes | fee! lke freedom is near But we'te so far from home Sometimes | fee! ike a mothertess child Sometimes | fee! ike a motherless child Sometimes | fee! ike a motherless child ‘Along way from home Famili Ona BeaTM Gd 2 Listening Skills Before putting students into pairs for Exercise 2a, ask which students come from large families and which are only children. Try to put students from different family situations together in pairs so they can help each other to put the words and phrases in the correct columns. ® You may need to play the audio for Exercise 2b more than once as students check their answers in pairs. Finally, check in open class that all students have the correct answers. 443 |) 3 Speaking skills Divide the class into groups of four or five to discuss the questions in Exercise 3. As students are talking, walk around the classroom monitoring and helping with vocabulary. To finish, ask a member of each group to report back to the rest of the class. fT G4 Vocabulary: child/children Draw students’ attention to the Langauge Note and make sure they understand without. Have them complete Exercise 4a individually. Then ask them to compare their answers in pairs. Check in open class that all students have the correct answers. Have students write definitions for Exercise 4b individually and then ask them to compare their answers in pairs. To check, have students read their answers aloud in open class. Have students do Exercise 4c in pairs. Encourage them to use dictionaries. Be ready to help with the vocabulary. Avoid discussing the grammar of phrases such as I wish I could fly, by translating into students’ own language when necessary. ‘it Q _ 5 Listening skills a Have students listen as you play the song for Exercise 5a and ask them to check their answers individually. You may need to play the song more than once to enable them to do this. Check in open class that everyone has the correct answers. me Havo a student read the questions in Exercise 5b aloud. Then play the song again and have students discuss their answers in pairs. ee eee a) eee Ui | think you'r so lucky fo have such a big family, Lugl | expect it was lots of fun ‘when you were a child, You always had someone to play with and talk to. Being an conly child can be lonely. Luigi Yes, it can be lonely, but only children get lots of attention. | love all my brothers ‘nd sisters -they/re like my frends - but big families aren't aways that great iy why? Luigi Well, you know ... there's always a lt of noise .. and fighting, Yeah, its really noisy .. and also, as an only child, you had your own room, but had fo share with two brothers. Lily You'e right. Being an only child has some advantages; is true | always got lots of attention, there's no compettion with brothers and sisters. Lig Yeah, wel | eal ike going o your mom's house because its so quiet. Is easy {o tak to her, and she always listens. t's so noisy at my parents, the phone rn people coming and going... it's realy very stressful The audioscript for ‘Track 24 is on page T302 e 3 5 @ } Listening skills a Work in pairs. Write the words/phrases in the correct column, noisy lots ofattention brothers-and-sisters.can-be friends no competition own room quiet sharearoom fighting lots of people to talk to lonely Big families Being an only child Advantages brbhers and. ters lots of attention can be frends np comeeton | Tots of people to talk to quiet Disadvantages noisy od tie ere Tonely fighting b Liston to Luigi and Lily talking about their families to check your answers. Speaking skills Work in small groups. Talk about these questions. 1 Is your family more similar to Luigi's or Lily’s? 2. Do you profer big or small families? Why? Vocabulary: child/children LANGUAGE NOTE ‘a You are going to hear a song called Motherless Child. ‘* without = with no Match the two parts of the definition for these words. + noun + less = with no/without Idon't have a job. = I'm jobless. © isa child without a mother: Sie dcuat tia a -d_ is a child without a father. 1 A motherless child -a is a child without parents. 2 bisa couple without children, 3 A childless couple) 4 Anorphan b Complete theso definitions. 1A single parent is a ...parent without a husband or wife. 2 Anonly child is a ...child without a brother or sister. © Look at these phrases from the song. Work in pairs. Put them together to form longer phrases. Use a dictionary to help you 1 havea a Icould fly 2 along way b to home 3 alittle closer: © up inthe sky 4 Twish, a hard time 5. like a bird. ¢ from home Listening skills Liston to the song to check. b Listen again and think about these questions. 1 Is this song happy or sad? 2 Why do you think this? 3. Do you like it? Why/Why not? © Work in pairs and discuss the questions. FamiliesAdoption 1 Warm up Daniel, born 04/21/1998, is a happy and sociable litle boy. His parents are African American. He has a brother, aged six, and a sister, aged four, who live together in New Jersey, and he would like He needs a family where he is the only child or the youngest child. Daniel likes art, plying basketball, and siding his bike. He is making good progress at school, and he enjoys science, especially chemistry Look at the advertisoment above and choose the correct option. ‘This ad is for: a a children’s school. b_ an adoption agency. ¢ achildren’s club. b Now read the ad and ro maintain contact with them. and biology, and sports, 6 David, bom 0: ypopTION FORM Mo, 2868 ena vas gentleman, He | — Name: Daniel | . 980 poB: 04/21/ | Binnie origin: African American \ x (6), sister (4) prothers/sisters? brother (6), s | Personality: happy. sociable | art, basketball, riding his bike Likes: \ science, sports complete the adoption form. © Check your answers in pairs. 2 Task Imagine you are an adoption committee. In groups, select a family to adopt Daniel. Read these descriptions of three families. Talk and take notes about the good points and bad points of each family. The Cullen family. Two teenage boys. White American. Live in San Francisco. Beautiful house near ocean. Boys are good basketball players. The Villuams are. good for Damiel Because they live near New Gores. The Williams family. One son, aged six, one daughter, aged two. African American. Live in Brooklyn, New York. Large, attractive apartment. Mrs. Williams is an artist. ‘itys. Williams os and. Daniel likes The Morrisons. No children. African American. Live in New Jersey. Small—two bedrooms—but very comfortable apartment. Mr, Morrison is a physical-education teacher. ptObjectives fiestererlraren Grammar Vocabulary, Reading Writing Listening ‘Speaking recycle simple words/phrases —_readinga transferring from listening 10a making choices present of like about adopting newspaper reading toa form, discussion and giving ‘and have achild advertisement wating a summary reasons 4 Warm up f if Review the words orphan, parents, and without, and check students understand adoption before they do Exercise 1a. When students have completed Exercise 1b individually and Exercise 1¢ in pairs, check their understanding of the text by asking questions What does Daniel like? What does he need? in open class. Also, check students understand DOB (date of birth), ethnic origin, and the youngest. 2 Task ab aD Divide the class into groups of four or five. Have each group nominate one student to take notes. Monitor, help with vocabulary, and encourage students to discuss the families, Make sure each group notes the positive facts and the negative facts about each family. Then ask the groups to rank the families in order of preference. a For Exercise 5 on page 33 M ‘A Okay ... here's Daniel... and here are the three families: the Cullens, the Morrisons, and the ... uh ... Wiliams. So, what do we think? BB Well, the Cullens are good because they have teenage boys who like basketball € But they live in San Francisco. ‘A Yes, San Francisco is very far from New Jersey, so the Cullens are not a possibilly ... what about the Williams? € Well, they live in Brooklyn, which is near New Jersey ... hey have large, attractive apartment B Also, Mrs. Willams is an atist, and Daniel kes art And they are African American, lke: Daniel. ‘AYes, that's really important... but they have two young children, so that's no good. ¢ Why not? BB Because it says Daniel needs to be the youngest or the only child Oh. yes, okay. Well the Morrisons have no children . ‘A And they're Arcan American B They ao lve in New Jersey, ike Daniel's brother and sister... “they have a small but comfortable apartment...” C Wel, ithas two bedrooms... that’s okay ... and Mr. Morrison is a physical educotion teacher, and he's the basketball coach ‘A Okay, think the Morrisons are the best family for Daniel. et me just lype this in. So... the Morrisons ... main reasons again? C Because they have no children, and Daniel needs to be the youngest or only child BB And because they are African American, ite Daniel... and because they lve in New Jersey, near Daniet’s brother and sister. ‘C Also because Mr. Morrison teaches P.E. and Daniel likes sports, especially basketball ‘A Okay, thanks. Thats great ... now what about this one ... Sammy?Prepare Have groups nominate another student to write the summary of their discussion. Monitor closely here and help students write accurate sentences. Encourage all the group members to input into the writing and make sure they include reasons for their choices. Check at this point that students aro using words like because and so correctly in their writing, Feedback Have each group member read aloud in Exercise 4a, Walk around the class and give help with pronunciation where needed. For Exercise 4b, have each group nominate their speaker. Make sure the students who are listening take notes. Don’t correct students’ pronunciation as they speak, but note down any important mistakes for further practice at the end. Compare Check students understand that they are going to listen to the adoption committee discussing the best family for Daniel. Play the audio only once for Exercise 5a, and compare students’ answers in open class. For Exercise 5b, suggest students take brief notes as they listen. Then compare answers in open class. You may need to play the audio more than once, and if students are having major problems, you may need to stop at the reasons (underlined in the audioscript on page T32) and repeat a short section. Notice Draw the students’ attention to the examples in Exercise 6a and make sure they notice how sentences can be written in two ways and with two different word orders using so or because. Before having students do Exercise 6b in pairs, do an example on the board: write The Cullens live in San Francisco, so that’s no good and ask the class to rewrite the sentence using because. Have students do Exercise 6c individually, and then compare their answers in pairs. Follow up Encourage students to record uses of so and because, and ask them to report back in their next class. For Exercise 7b, divide the class into groups of four or five. Make sure thoy ‘understand that they are selecting a family for themselves and encourage them to be imaginative. Encourage students to use so and because in their discussion. Finally, have some students share some of their ideas in open class. ‘The audioscript for ‘Track 25 is on page T32 (F887 Units FamiliesPrepare ‘Write a summary of your discussion, Include the families you did not select, with reasons, as well as the family you selected. Urs. Williams is an artist, and Daniel likes ant, But the Williams have bwo eg chilétren, and Daniel needs to ‘youngest chil. ‘We selected the family because Feedback a Practice reading your summaries aloud to your group. Ask the other students and your teacher to help you with pronunciation. Read your summaries to the rest of the class. As you listen, note which family each group chose, and the main reasons for their choice. 5 Compare @ @ Listen to the adoption committee talking about the best family for Daniel. Write the name of the family they select. GQ b Liston again. Note the four reasons for selecting this family. 6 Notice a Look at these ways of giving reasons. The Cullens are good because they have two teenage boys. ‘San Francisco is very far from New Jersey, $0 the Cullens aren’t a possibi ‘You can write these sentences the other ‘way around: The Cullens have two teenage boys so they are good. The Cullens aren't a possibility because San Francisco is very far from New Jersey. b_ Rewrite these sentences from the discussion in the samo way. 1 But they have two young children, so that’s no good. That's no good because they have two young children, 2. The Morrisons are a good family for Daniel because they live in New Jersey. The Mhorvisons live in Tew ‘gersey,s0 they are a good family for Dani ¢ Complete these sentences with so or because, 1 Twant to keep fit, so Ido alot of exercise. 2 need a job because T don't have any money. 3. Karen is tired because she has a lot of work right now. 4 Frank has a car, _so__he can rive to the party. 7 Follow up a When you read and listen in Epglish, look out for the use of so and because, 1b Work in small groups. Talk about the kind of family you would like to adopt you. My ideal family is ... They have ... They live ...1 Possessive ’s Use * Use apostrophe s to talk about the relationship between people or possession of an object. @ Circle the correct word in the rule. When the subject is singular, the apostrophe goes site the s ‘Maria's car, Frank's brother 7 the car of Maria, the brother of Frank b Rewrite these sentences, using apostrophe s. 1. Frank and Johnny are brothers, Frank Gohnyss brther 2. Karen and Liz are sisters. Karen is Liz's sister. 3 Jane and Aly are cousins. Jane is Ally’s cousin. 4 Ben and Jack are friends. Ben is Jack's friend. 5 Joan and Michael are brother and sister. Joan is 6 Jenny and Sus are classmates Michael's Jenny is Sue's classmate. sister. 2 Possessive adjectives + Use a possessive adjective to talk about possession of {an object or relationships between peopee. my house, his sister + Possessive adjectives have no plural ourhouse, their obs ours parents, theirs jobs Write the correct possessive adjective next to the ‘subject pronoun. |_my_ you_your.—he_his sheher we our you_your they their 3 The verb have 1 He You a) ise Voss | ci They E \ \ 1 you wwe Petiae [ite |e They they “ He he doesn't have Doos She she 11 you /we F they , Ye ey ho / she oes ne 11 you /we F they cont i he fhe cocsn' Choose the correct form. 4 Garay hes acer. 4 Does she has (Gama ster? 2 Doyou has / 5 WeGoTY doesn have any Fy 9 Yes. 1G) has 1 Family members a Complete the word pairs. 1 brother sister 2 grandmother grandfather 3 son daughter 4 girtriend boyfriend 5 father mother 6 wife husband b Complete these definitions. 1 My_grandfather _ is my fathers father. 2 My jster___is my mother's daughter 3. My mother and father are my parents 4 My mothers mother is my grandmother 5 My fathers son is my brother © Choose a word or phrase from the box to match these definitions. ‘an only child 2 an adopted child 3 an orphan 1] a single parent 4 a motheriess child 5 1. A child with no parents 2 Apperson with no brothers and sisters 8 A child whose parents are not his/her natural parents 4 A mother or father with no partner 5 Achild with no mother 2 Positive and negative adjectives Write the words in the correct column. hard wonderful great stressed out lucky fantastic terrible awful boring Positive Negative wonderful hard great stressed out lucky terrible fantastic awful boringUsing your course book 1 Making the most of your course book This book has some special features to These questions will help you find them, 2 Cri te corct 1 What color are the Language Resource pages? pubs) yelow © geen lp you with your learning, LEARNING TIP. Its 8 good idea to look back a iheyed tte ae nr ares Aso b At ihe beginning of each unit telson, after 24 hours, and ‘again after one week. This ‘3. Whore can you find lists of vocabulary from each unit? helps you remember! Choosing At the back of the books words to remember is also 2 good idea, b At the front of the book 4 Where can you find extra exercises for homework? fa_In the Workbook, b At the back of the Student's book. 5 Where can you see what vocabulary or grammar is in a unit? @_At the front of the book b At the back of the book, b Check your answers at the bottom of the page. 2 Recording vocabulary Look at the Wordiist for Unit 3 on page 138. 1. Circle 10 words that you think are useful 2 Wrte a translation beside them. Use your dictionary to help you. b Say a word to your partner. Your partner gives the translation 3 Remembering grammar a What was the grammar in Unit 2? Look at page il tthe front of the book to check. In pairs, can you remember any grammar rules? b Look at the Language Resource on page 24, Did you remember correctly? 4 Using texts ‘8 Look back at the reading texts in Units 4, 2 and 3 and read them again. Make sure you understand them, but don't worry about unimportant words. b Record any new words from the text you want to remember in your notebook. Use a dictionary to help you add a transiation, LEARNING TIP Complete exercises in pencil or \wite the answers on & separate sheet of paper. You ‘can then do them again after 3 few weeks! Families Unit's I ss |Review 1: Units 1-3 a Write the questions. name is what your? "hak 0s yur name? from where he is? Where is he from? swimming like you do? Do you like swimming? have do you sister a? Do you have a sister? old how is she ? How old is she? wsene b Complete the sentences with words from the box. ‘asingle parent grandmother stressed homeless cold an only child 1 Someone who doesn't have brothers or sisters, is an only child Someone who doesn't have a house is_homeless Someone who is not warm is__cold ‘Your mother’s mother is your grandmother Someone who has a lot of work to do is_stressed A parent who doesn’t have a husband or wife is _a single parent © Write the full forms of the contractions. Remember that ’s can be a possessive as well as a contraction, 1. I'm from Turkey. am She isn’t married. is not Laura's David's wife. is Wo're Elizabeth's parents. are He's about 40 years old. is d_ Match the questions and answers. 1. Whore are you from? a I'm 24 2. How old are you’. No, Ldon't, but [ike tennis 3. What’sher sister's namo”\fe Italy. And you? 4 Do you like yoga? No, I'm not ‘Are you married?, fe Susan, Do you have a brother? —f No, I don’t. I'm an only child, © Mark the word stress. 3 Golombia 6 Married 7 fantistic esband bfother A ‘mming nfoney £ Complete the sentences with the correct linking word from the box. One word is used twice. 3 Complete the senter 1 5 so because and but or Hike both swimming and dancing She has one brother _and_two sisters George likes music, but he doesn’t like jazz Mark is lucky because he has a big family. Kate isa student, so she has a student discount at the gym, don’t like chess _or_ auto racing, They are both terrible! with do or are. Whore are — you from? Do you like learning English? Do__ you speak other languages? Are youa student or do you work? “Are you married? Do__ you have a big family? h_ Answer the questions from Exercise g about yourself. i Find the days of the week in the word search. Write them in the correct order. cmo>roscen Om4cz7-ur no@>poumesd Sormocouwnp Sunday, Monday , Tuesday_, Wednesday, hus day, Friday, Saturdayj Write the words under the pictures. 1 Match the verbs and nouns. cycling listening to swimming pescen ‘aa question. souiie nisin Whe computers yous) 2 Travel b your name. J 3. Play © sports, 4 Listen to ja a sister. 5 Have emusic. 6 Answer? NE tothe US, m Write sentences with three of the verb/noun vy combinations from Exercise |. f I ike playing sports. ea fn Write the names of these objects. eee F swim k Gircle the word that is different from the others in the group. 1 Thailand, japan; hungry, happy, hot sister, brother, father a he, she(her)I, we swinmiig dancing sce, volleyball ng) India, Chile anenUnita Inthe workplace My name's Carla and | work ina hospital in Los Angeles. work long hours and often have to work nights and weekends. Its hard, but | enjoy it. ike making people feel better, especially if they are really sick. When they walk out of the hospital looking well and ready to go home, that’s a great feeling 1. Speaking skills 2 Pronunciation: spelling -er -or 4 Lookat the text above, What does this a_Notico tho ondings of tho words for jobs person do? Choose the correct answer. Write them in the correct column in your 1 computer programmer peatabeck, ©@ doctor Ending in-er Ending in-or Other 3 lab technician teacher cechoy student b In pairs, ook atthe pictures and identify the jobs = pane Vb Listen to check. Practice saying the Sat nC bala aaa words. Notice that ~er andor sound th doctor lawyer plumber same. police officer student teacher 1 | ee Se a eeeralaryajobe and A. What does he/she do? workplaces Beer a sooee (Tgp koe Match the jobs with the workplace. A Is he/she a plumber? B_ Yes, he/she is, / No, he/she isn't sagoctor - 8 court 2. toachor b people's house 5 : studio LANGUAGE NOTE . phe nae i Nrsaleceseinains cate P 4 actor restanant tu 5 lawyer ¢ theater What does she do? = What’ her job? jp 6 plumber f office 7. police offigées\\ g. hospital nes 8 artist ees i In English, we use a/an to talk about ar becretaty Pa theyatreels ape b Check with a partner. He's a teacher. She's an artist. A lawyer works in a court. . but no article in the plural. They're doctors. WorkObjectives [ighreamers Grammar Vocabulary Pronunciation Speaking stvs. 3rd person jobs and workplaces spelling:-er/-or talking about singular simple people's main present occupation Writing taking dictations Brainstorm by asking students fo write down al the jobs they can think of in English. Set a time limit of three minutes. Then get them to compare their lis in pairs or small groups. CCheck answers in open class. Correct pronunciation as necessary and list the words on the board. Mark the word stress as you write. Answer students’ questions such as How do you soy ... in English? 1 Speaking skills Check students understand the three jobs in Exercise 1a. Then have them read the text rapidly to find the correct answer. Check in open class that everyone has the correct answer. Draw students’ attention to the Language Note and the Warning box before doing Exercise 1b, Have two students choose one of the pictures and read the example as ‘an open pair. Check that they can pronounce the questions correctly and that they use the correct pronouns and articles. 2 Pronunciation: spelling -er -or For Exercise 2a, make sure students know that they have to use the words from tho box in exercise 1b. Play the audio for Exercise 2b so that students can check their answers. Then have students repeat the words individually and chorally. Answers: See the audioscript for Track 26 Draw attention to the weak ‘schwa’ sound in the last syllable of the words ending in. ~er and -or, and also in the unstressed syllable in student. If you started the class with a brainstorm activity, ask students fo add any words from the list on the board fo the correct column in the chart, 3 Vocabulary: jobs and workplaces Have students look at the text about Carla again. Ask what her job is and where she works. Then ask thom to do Exercise 3a. Have students check their answers orally in pairs, following the model sentence in Exercise 3b. Then check with the whole class by eliciting the sentences from students. aaa ee ae 1: teacher, lawyer, plumber, builder, poe officer (+t: doctor, actor other: student, chef, artist tff ? GY 4 Grammar: 1st vs. 3rd person simple present Draw students’ attention to the two texts on tho right of the page. Establish that thoy rofor to the same person and then have students do Exercise 4a, For Exercise 4b, have students compare their answers in pairs and make sure that they understand that text A was written by Kenny himself, and that someone else wrote text B. Ask students to do Exercise 4c individually, and then check answers with the whole class. ‘Many languages do not use auxiliaries in the way English simple tenses do, and students may have fo learn the simple present structures completely from scratch, The addition of the -s ending is a further source of difficulty. ‘Common errors ‘Omitting the cuxiliary completely in questions and negatives: Inettf have a pet. owt in the cit? Forgetting or over-generalizing the use of the ~s ending He.workin a hotel. Where does he lives? Using the wrong auxiliary: Der he have a sister? | doesrT lke swimming, When students have completed Exercise 4d, ask them to compare their answers with a partner and then check answers with the whole class. MW WH D_ 5 Speaking skills As students do Exercise 5a, monitor and be prepared to help with vocabulary for family members and for occupations, If you have a large class, divide students into three or four groups for Exercise 5b, otherwise work with the whole class. Have each student talk about only one member of their family. Draw students’ attention to the use of foo in the example, before doing Exercise 5c with the whole class. f ' €Qy 6 Writing skills Make sure students undorstand that they should try to write down exactly what @ they hear on the audio for Exercise Ga. Note the audio includes pauses and a repeat, so there's no need to pause or rewind. If you are reading the audio aloud, pause whore indicated and repeat the entire passage once, Allow students sufficient time to review their work individually before asking them to work in pairs for Exercise 6b. Encourage them to use the wordlist on page 139. To correct, ask some students to write the dictation on the board, each writing one sentence. After each sentence, ask the class if they agree with what has been written or if they want fo change anything. Intervene only if there is an error on the board that is not corrected by the class. 2 ————ee Karl is a writer. / His wife, Lucy, / works in 0 bank. / Karl stays at home / every day / and vwaites. / Karl and Lucy / have two children. / Nick is five / and Elsa / is a baby. / Nick goes to school / every day, / but Elsa / stays at home / with her father. / Some days / he doesn't wile / very much, Work4 Gramma a Compare Texts A and B. Underline the differences. b_ Check your answers. Why is the second text different? © Use the words in the box to complete these rules. : 1* vs, 3" person simple present doesn't don’t infinitive infinitive infini infinitive -s Simple present first person T+ infinitive for an affirmative sentence. 1+ don’t _ + infinitive for a negative sentence, Simple present third person He/She + infinitive. + ___s_____ for an affirmative sentence, He/She + doesn't + infinitive for a negative sentence. d_ Complete this paragraph with the correct vorb forms. 11__am___ (be) a teacher. 12_ teach _ (teach) My name is Ken software designer in an office. Yes, Lenjoy imy job. Tike designing new software, but Idon't like working in an office eight hours a day. designer. He works in an office. Yes, ho enjoys his job. He likes designing new software, history in a university. 13 __like (like) teaching because it is interesting and every day is different. 14 don't work (not/work) on but he doesn’t like working in an office eight hours a day. weekends and [5 __have _ (have) long vacations! My brother Sam 6__is (be) an actor. He 7 _likes (like) his job, too. Sometimes he 8 _works_ (work) very hard, but he 9 doesn't work (not/work) every day. He 10 doesn’t earn (not/earn) very much money. @ Chock in pairs. 5 Speaking skills a. In pairs, ask and answer questions about different members of your family. Ask your teacher if you need help with vocabulary. A Do you havea brother? B Yes, Ido. A What's his name? B ‘A What does he do? B He's an artist A B Whore doos he work? He works at home, in his studio. ce it? B Yes, he does. His name’s Fred A Does he b Tell the class about one person. Naney is my cousin. She’s an engineer. She works for a company. She doesn’t like it very much ¢ Are there any similarities in the class? Marsha’s sister works in « bank. My sister works in a bank, too, 6 Writing skills ® a Listen to a dictation about somo poople named Karl, Lucy, Nick, and Elsa. Write what you hear. You will hear the text twice. 'b Try to correct your own work. Then work in pairs and help each other correct the mistakes. Use the Wordlist on page 139 and a Aictionary to help you.HM 1 Reading skills A job, a degree, and alife You can have it all with Empire State Colege Choose from a nide range of flexible education optir including dstaroe learning, individuaized degree programs, and credit for fe experience, 35 locations in New York Slate We are the SUNY soluion 3 Do you know people who work and study at the same time? 4 Is it normal to do this in your country? b_ Read this letter quickly. Who is it to? Who is it from? What does she do? © Look at Ally’s planner for thi ‘week below. Write where she is, and what she does. (@ A Listen and check your answers, 2 Grammar: simple ‘or working aduts present Information Sessions @ Choose the correct word in Mon, Aug. 11, 6 pm. each case. Fi, Aug. 22, 17 am. AU ALPS 5 class Mon, Sept. 8,6 pm covery day except State Uiversty of Ne Wednesday. Metropoltan ; ere 2 sera don’t work ae Shret, on Sunday econ oor, - AGATA 3 G)/ Does you like your Spanish teacher? 4 Yes, 1@/ does. b- Complete these sentences. LANGUAGE NOTE Formation of 3% person singular, simple present * Verb ending in ch, ssh, or x: add es watch + watches ‘+ Vorb ending in “No, I_don't eanene No, she doesn't. ¢ Put the verbs in consonant + y parentheses change y to and in the correct form. add -es fi study -> studies She does (do) judo on Fridays. * Verb ending in o: 2 He studies (study) add -es German and Italian. go — goes 3 teach (teach) SAN Beret English in Mexico. 4 She teaches (teach) Spanish in London. 5 He_talks (talk) to his teacher after every class. 6 1 go (go) toa restaurant once a week, aa. walk — walks a Lookat the ad on the left. In pairs, discuss these questions, 1 What is SUNY? State University of New York 2 Who are these courses for? Working adults September 25 Dear Mom, Dad, and Mike, Just @ quick note to say everything is fine. Joe and | are very happy with the new apartment, and classes are going wel. go to class every day except Wednesday, which is private study day. On Monday ‘Thursdly, and Friday aternoon, thave Spanish, and have French on Tuesday and Friday moming. | ‘really ike the Spanish teacher, but 'm not so sure about the French teacher! {have a lt of reading, 4nd! usualy go to the library on Wednesday. {also have a job! work as a waitress in a burger plaCe three evenings @ week—Mondey, Wednesday, ‘and Friay—and | work Saturday lunch and dinnen 't's hard to work and study, but the restaurant is ‘great and lots of my iriends come in, It also helps With the finances, of course. ft's good that | don't work on Sunday, because that's when | sleep and {get ready for the week. hope everything at home is fine. miss you all Waite soon, Lots of ove, Ally x00 Ally studies Spanish and French. She doesn't like her French teacher. “Ally, _do_ you work ina store?” work in a restaurant.” ‘Does she work on Sunday?Objectives iceIeaieNitey Grammar Vocabulary Pronunciation Reading Writing Listening Speaking simple present academic subjects word stress reading an ad transferring listening to. @_ talking about what ondaletter information phone you do on diferent ‘conversation days 1 Reading skills ft f a» After students have discussed Exercise 1a, check everyone has the correct answers to questions 1 and 2 and briefly compare answers to 9 and 4 across the class. Write the questions in Exercise 1b on the board. Make sure students focus on finding the answers the first time they read the text, Check in open class that they have the correct answers. Draw students’ attention to the planner and make sure they understand that in Exercise 1c they have to transfer information to it from the letter. You may need to play the audio for Exercise 1d moro than once. Have students ra) compare their answers in pairs and then check the answers in open class by asking questions, e.g. What does Ally do on Wednesdays? 2 Grammar: simple present t if a Ask students to do Exercise 2a individuslly and then check their answors with a neighbor. Check answers in open class and draw attention to the Language Note. ‘Stross that the third person singular is the only part of the verb that changes in the simple prosont in English Write four verbs in a column in the middle of the board: feach, study, go, and work. Now write she to the eft ofthe verbs. Ask the class if he verb changes with he or she. They should already know the -s rule from the previous lesson, but you will probably have to help with the spelling rules. Remind students to use the information in the text to help them to do Exercise 2b. Check in open class that everyone has the correct answers and deal with any problems that might arise. Ask the students to work in pairs for Exercise 2c. Check the answers in open class. a Ally Hello? Jane Hi, Aly. t's Jane Ally Hello, Jane, how are you? Jane Im fine, What about you? How are your classes? Ally Good ... well Ike Spanish, but Im not sure about French. | don't like the teacher much. Jane When do you go to class? Every day? Ally Every day except Wednesday. On Wednesday, | go to the library Jane Wow, Ms. Perfect Student! Ally Yeah, ha ha! | have Spanish Monday, Thursday, and Friday afternoon Jane What about French? Ally French is just Tuesday and Friday moming—thank goodness! Jane It sounds lke a lot Ally ifs okay ... so far. also have a job! Jane That was quick! Ally Yeah, | work as waitress on Monday, Wednesday, and Friday evening and also Saturday ‘afternoon and evening. Jane Do you tke if? Ally ifs all ight. The money/s okay, and the people are nice. 'm really ited by Sunday, though. Jane Yeah, you must be. ‘Ally How about you, Jane? How's it going there? Worki a 3 Vocabulary: academic subjects Have students work in groups to put the academic subjects in Exercise 3 into the correct columns on the chart, but don’t correct yet, as this will be done in exercise ab. ‘Ask students fo write down as many school subjects as they can individually. Ask them to compare their lists in groups of four students. Elicit some examples and write them on the board, ensuring that the words they glve you are pronounced correctly. Many of the words. will be in the box but there may be some others: physical education (sports), other languages, art, music etc. Pronunciation: word stress Ask students to decide on the stress in Exercise 4a in pairs. ‘Then have them listen to the audio for Exercise 4b and check both that the words are in the correct columns and that they have marked the stressed. syllables correctly Practice some of the more difficult ones in open class (e.g. geography, psychology, economics), getting the students to repeat chorally and individually. As students do Exercise 4c, walk around the the academ: whole class. making sure that the words for subjects are stressed correctly. Briefly discuss answers with the 5 Speaking skills Make sure students understand the instructions for Exercise 5a bet e they begin. Briefly point out the language in the Useful Language section at the bottom of the page before students do Exercise 5b. ‘These activities work best when there is a faily realistic gap in information between the students. it may be the case that the students do the same things during the day on ‘weekdays as they are in the same cass. f his is so, fll them fofilin the evenings and the ‘weekends only. Encourage students fo use English only during these aaivties as the temptation to resort to their mother tongue will be strong, Also help them resist the femptation| 10 read each athers information and copy it, removing the speaking part ofthe activity. Finish the lesson by getting feedback in open class with Exercise Se. Ask What does (Marco) do on (Saturdays)? es Humanities: history, geography, English, Sponish Sciences: biology, physics, chemistry, moth, economics, psychology A mixture: IT, pois, business studies enk 50a) 3 Vocabulary: academic subjects Write the subjects in the correct column. history geography biology physics chemistry math economics psychology English Spanish business studies information technology (IT) politics 4 Pronunciation: word stress Practice saying the words in Exercise 3 with a partner. Mark the word stress. history \® b Listen to check. c In pairs, discuss these questions. 1 What are your favorite subjects? 2 Are there any subjects you don't like? 5 Speaking skills a Fill in the first planner for yourself. Write the place where you are each day and what you do there. If your weekdays are all the same, just fill in one of these plus ‘Saturday and Sunday. b Work in pairs. Don’t show your partner your planner. Ask each other about whoro you go and what you do every day. Complete the second planner with your partner's details. Answer your teacher's questions about what your partner does every day. USEFUL LANGUAGE What do you do on Monday morning? 1 go to school. Where are you on Monday evening? In the café. What do you do there? Twork. /T'm a waitress.1 Reading skills a Work in pairs. Think of some people you know. Talk about their jobs. Tell your partner what they like/don’t like about them. Use the phrases in the box to help. My friend Juan is a pilot. He likes it because he likes flying, but he’s away a Jot and he’s always tired. He/She works in a bank. The money isfisn’t good. b In pairs, ask and answer these questions about the jabs in the box. DJ gardener nanny personal trainer truck driver 1. Where does this person work? 2 What does he/she do? ¢ Read this magazine article about five different people. What are their jobs? Write the correct job for each number. Read the article again and fill in the table on page 43. Then check with a partner, 1. love my job because I'm outdoors all the time. | enjoy everything to do with nature. I like fresh air and open spaces, and | love watching things grow. It can be hard, though, especially in cold weather. a 2. | travel very long distances. | spend a lot of time alone, and it’ tiring, But can have breaks when | want, and | can listen to my favorite shows on the radio. | also have lots of time at home, because I only ‘work four days a week iPbae eives 3. The best thing about my job is working with children all the time have a special relationship with them because their parents are out a lot. I'm like a second mother to them really. But it's hard work when they misbehave, and sometimes I feel lke a servant nanny 4, | like helping other people to be as fit and healthy as they can be. | usually work outside, either in the park or sometimes outside the city, so it’s a healthy lifestyle for me. People aren't always very nice, though, especially rich and famous people! pce aioe 5. | really love music, so my job is my hobby really—or my hobby is my job, I ike the atmosphere in clubs, and | like making people happy. But sometimes | get really tired, because I have to concentrate all the time. Also, it’s difficult to have a social life when you work at night. DyVocabulary Writing Speaking word combinations reading a magazine arlile transferring information, _talking about preferences using notes to write a paragraph 1 Reading skills ttc Have students prepare for Exercise 1a individually. Ask them to write down the names of three people they know who have jobs. Then have them write the name of the job next to each person. Next ask them to put a + sign and a — sign after each person and make a list of the good things and bad things about each job. Draw attention to the examples in the box in open class, checking that the students understand the meanings of all the examples (boring, tiring, etc.). Finally have students do the speaking activity in pairs. For Exercise 1b, make sure students use the two questions given. Check in open class that everyone understands the meaning of the five jobs in the exercise. ‘You may need to explain that a personal trainer is employed to help someone become physically fit through a program of diet and exercise, and that a nanny is employed to look after a child when the parents are unable to (often duo to work commitments) ‘The status of many jobs varies from country to country. For example, in many English ‘speaking countries, being @ nanny is a job that requires formal qualifications, is relatively well-paid, and is a career choice for many people. A gardener would also often have training in certain aspects of the job, may well possess formal qualifications, and would receive a corresponding salary. In some places [e.g. Hollywood), « good personal trainer can be very well paid, Havo studonts do Exercise 1¢ individually. Ask them to check their answers in pairs and then make sure in open class that everyone has the correct answors. Reinforce tho languiage by asking questions like How do you know No. 1 is a gardener? Draw students’ attention to the chart at the top of page 43 and go through the example in open class before having them do Exercise 1d individually. Have thom compare their answers in pairs then check answers in open class. Work Units eae)PR 2 Vocabulary: word combinations Draw attention to the example, hard work, and toll students that some words are often found together (as word combinations). Ask them to try Exercise 2a, without looking back at the article first, and then have them look back and check or complete their answors. Next, draw student’s attention to the Language Note and make sure they understand the usual English word order. Also, remind students that English adjectives don’t have plural forms. Ask students to do Exercise 2b in pairs. Che answers in open cl ‘i D\ ¥ Speaking skills Before asking students to do Exercise 3a individually, establish with the whole class that they should rank the jobs from 1 (most preferred) to 5 (loast proforrod) As students work, walk eround the class helping and make sure they note down, some reasons for their choices. Encourage students to do Exercise 3b as far as possible without referring to their notes, Ask the students listening to respond to what their partners say, to show interest, and to ask questions. 4 Writing skills Before students begin making notes for Exercise 4a, refer to the Usoful Language box and tell them that these expressions are used to talk about a job at some hypothetical point in the future. Make sure they can pronounce I'd like correctly, ‘but don’t go into the grammar of the phrase, Have students look at the example and encourage them to use it és a model for their paragraphs. Monitor the correction in Exercise 4b carefully and help clear up doubts. Try to ensure that everyone leaves the class with a corrected piece of writing. Worktruck driver gardener personal trainer nanny Dj Advantages breaks, radio, tome at home. outdoors, fresh air, open spaces, watch things grow healthy lifestyle special relationship with children good atmosphere, hobby 2 Vocabulary: word combinations a Match the words to make phrases from the article. Look back at the article to help you. Disadvantages long distances, alone, terong hard work, cold weather people aren't always nice children misbehave, feel like a servant got tired, not much social LANGUAGE NOTE In English, the adjective usually goes before tho noun; 1 hard ~w a air famous people / 2 favorite h b work Pees: fey 3 healthyi c distances 4 colde d_ life 3 openj e weather 6 socond k £ poole 7 famousf § relationship 8 frosha h shows 9 social d i lifestyle 10 special g i spaces 11 longe k mother b_ Complete the sentences with phrases from Exercise 2a. 1. have lots of friends and I go out a lot, so I have a good social _life 2. After work, I go to Central Park, to get so sh _air_and exercise 3. He has to travel long. distances in his job. 4 Living in the city and working all the time is not a very healthy lifestyle 5 Evory evening I watch my favorite shows on TV. 6 This magazine has a lot of articles about famous people and their lifestyles. 3 Speaking skills Look back at the jobs in the article, Number them in order of preference for you. Make notes on your reasons. Gardener. works oubdoovs, nabuve b_ In pairs, talk about your selection in Exercise aa. ‘Try to give some reasons. Use the table in Exercise 1d to help you. 4 Writing skills Use your notes to write a short paragraph on your job preferences. Use tho Useful Language to help you: Sd lhe to be a Og because $ love muse and $ think gs have a great ime. J dont think Sd like to be a bruck drever because bruck drovers spend a lat of time away from home and travel long distances. Right now, § like being a srudent. b Work in pairs. Read your partner’s paragraph. Is it clear? Correct any mistakes you find. USEFUL LANGUAGE Tid like to be a What about you: Work Unita?USEFUL LANGUAGE I think Carla works too hard because Tony doesn't relax very much because E We think... Dear Doctor Friendly, 'm really worried about my wife. | think she works much too hard. She is the director of a large company and sometimes she works 60 hours in one week! The kids and I never see her, and she is always angry and stressed. She says she needs to work this hard to keep the Job. I don’t know what to do. Please help! 1 Warm up a. Read the above letter to a magazine. What is the problem? Does this sound like anyone you know? Can you think of any solutions? 2 Task A lot of students think ‘Most students think Work in groups. Write three or four questions to ask the other students in the class. You want to know if they have a healthy balance between work/study and relaxation. How many faurs do you work dtucty every day: Work in pairs. Talk about the problem. a Find a student from another group. Ask each other your questions and note down the answers. Return to your original group, Look at the answers you have and talk about them. Do you think students in the class have a healthy balance? Feedback Report back to the rest of the class. Compare Listen to this radio interview about Nadia Rice’s lifestyle, Does she have a healthy balance botwoon work and leisure? Listen again and circle the correct answer. 1 Nadia Rice is a teacher 2 She works in a(hospitaDY clinic. 3. She works(hreg? five days a week. 4 She works seven (GighDhours a day. 5 On weokends she goes out with her family Kiciends) 6 She goes@wimmingy/ running. © Check your answers in pairs,Topic: work and leisure Grammar Vocabulary Writing Ustening Speaking review simple present phrases about work writing a listening to a radio asking and talking ‘and leisure paragraph about interview bout lifestyles another person Write Work and Leisure on the board. The second word will probably be new for students, 0 ask for examples of things that you do when you are not working or studying and tell ‘them these are leisure activities. Then ask how many hours the students study each week cond how many hours of leisure they have, Ask if« heatthy balance is 40 hours study and 10 hours leisure, 25 hours study and 25 hours leisure, or 5 hours study and 45 hours leisure. Warm up 1 T ZY Havo students read the letter quickly for Exercise 1a, While discussing the answers, make sure students understand healthy balance. When students have done Exercise 1b, get some feedback in open class. Elicit solutions from the class and write them on the board. Task Cat As students are doing Exercise 2, monitor the groups and help students with accurate question formation as they write. Make sure each student in each group writes down a copy of his or her questions. Prepare he aN In Exercise 3a, mako sure students all find a partner from a difforent group and check they all write down their partners’ answers to their questions. Make sure students return to their original groups for Exercise 3b. Encourage students to comment on the answers their fellow group members have collected. Feedback PT ay Draw students’ attention to the Useful Language box. Ask a representative from each group to report back on their findings. Deal with any vocabulary questions that might arise Compare tT a Set the scone for Exercise 5a by tolling students they are going to listen to aradio Gy interview about someone named Nadia Rice. Tell them to listen for the answer to the question Does she have a healthy balance between work and leisure? After thoy have listened to the audio, ask students to answer yes or no. Have students read the five sentences in Exercise 5b and clear up any questions about vocabulary. Then play the audio again, @ ‘When students have checked their answers in Exercise Sc, finish with feedback in open class. The audioscript for Track 30 is on pago T 45 M Work erevem |tit a « tta’ Notice Chock students understand tho instructions for Exercise 6a by writing go swimming and part-time on the board. Ask a student to label the phrases W for work or L for leisure. When students have completed the chart, ask them to compare their answors in pairs, and then check answers in open class. Havo students do Exercise 6b in pairs. Check in open class that they all have the correct answers and ask some students to tell you which of the activities thoy often do. Follow up Elicit ideas from students for where they might encounter the phrases referred to in Exercise 7a. Put students with similar levels of fluency into pairs for Exercise 7b, Make sure tho students who are listening take notes, Have students write their paragraphs for Exercise 7¢ individually. Encourage them to use the guided writing framework shown. Ask students to concentrate first on factual errors in Exercise 7d. When the facts are right, have them also correct any language errors. Once students have read all the paragraphs in Exercise 7e, organize a whole class discussion to decide which student has the most leisure time and who works the most. Ifyou are teaching a class where the students know each other very well, an alterative to exercises 7¢ 10 7e is to ask the students fo leave the name at the beginning of the paragraph blank and have students guess who each paragraph is about in exercise 72 oo K For Exercise 5 on page 44 Interviewer Hello, and welcome 10 Lifestyles. Today, we interview Nadia Rice and Steve Wiliams about their work and leisure. We ask the question: Do you have a healthy balance between work and leisure? First up, Nadia Rice. Nadia is a nurse and mother of ‘wo children. Nadia, do you think you have @ good balance between work and leisure — (or work and relaxation? Nadia Well, yes, | think | have a healthy balance, Im a nurse, which iso hard job. | work in a busy hospital. But | only work part-time. Interviewer How mony days 0 week do you work? ‘Nadia Well, | work three days a week - Monday, Tuesday, and Wednesday. Interviewer Monday, Tuesday, and Wednesday ... and how many hours each day? \Nadia | work an eight-hour shift - that’s eight hours on Monday, eight hours on Tuesday, ‘and eight hours on Wednesday, | have a lunch break, but | work eight hours a day. Interviewer So 24 hours in total... okay, 50 how about the rest of the me? ‘Nadia Well, 'm also a mom, | have two kids in school, so in the evening | help them with their homework and cook dinner. Interviewer So not much ime to relax, then? ‘Nadia Well, on the weekend, | have some time for myself. The kids are usually with their father or at their grandparents. Interviewer They go to their grandparents” And what do you do then? Nadia Well | go out with friends. We go for a drink or dinner. Sometimes | go swimming or even have a massage. its great Interviewer So would you say you have a healthy bolance? Nadia I think so... yes, 1 do, Interviewer Okay, thanks very much, Nadia, Next up, its Steve Willams. He's the chairman of the New York Bonk6 Notice a 7 Follow up Look at these phrases from the interview. Write W (work) or L (loisure) next to each phrase, part-time W ~ goout with friends L ‘an eight-hour shit W a busy hospital = W time to relax L three days aweek W go swimming L time for myself a hard job W have amassage = L g0 for a drink Launch break L Write the correct verb to complete the phrases about ways to relax. 1 __have __ a massage / a manicure 2 ___go___ fora drink / for dinner / for a drive / for a walk 3 ___play____ tennis / games / with the children 4 __watch__TV/a DVD 5 _go out with some friends / my girl/boyfriend 6 ___take a shower / a break 7 ___listen___ to music / to CDs a When you read or listen to English, look out for phrases like the ones above. = b Work in pairs. Tell each other about when and how you relax. Try to use some of the phrases from Exercise 6. Take notes on what your partner tells you. = Write a paragraph about your partner. Use your notes and this framework to help you isa ___. He/She works He/She has time to relax —_ He/She sometimes __. He/She likes _. I think / don’t think ___has healthy balance between work and leisure, Show your partner your paragraph. Is it true? Correct any mistakes. Put your paragraphs on the wall. Walk around and read them. Who works the most? Who has the most leisure time? a i1 Indefinite articles with jobs Use ‘© Remember to use an indefinite article wth jobs in the singuler He's a writer, 7 She's doctor. X bout no article in the plural. We are teachers. ‘Write a, an, or nothing in the blanks. 1 She's _a_ student. 2 He's am aris 3 They're _ plumbers. 4 Hes _a_ waiter, 5 She's an_architect. 2 Simple present Use ‘Use the simple present to talk about jobs. Do you work in a school? Yes, Ido. /No, I don't. Does he/she work in a store? Yes, nefshe does. / No, he/she doesn’t J don’t work in an office. He/She doesn't work ‘fom home. What does he/she do? Where does he/she work? Form You work in @ bank. He/She works in a hospital. a Match the questions with the correct answers. 1. What does she do? -a I'ma doctor. 2 Where do you work?s\ rb He works in an office. ‘8 What do you do?—“| ke. She's an engineer. 4 Where do they work?\-d_I work in a clini, 5 Where does he work?/\e They workin a clothes: store. b Write questions for these answers, 1 Where do you work 2 | work in a bank. 2 Where does your sister work ? My sister? She works at home. 3 Do you like your job 2 Yes, | do, 4 What does your brother do_ 7 He's a student, 5 What do you do 2 Vm a teacher, Vocabulary Summary 1 Academic subjects History geography English Spanish biology pysics chomistry math economics information technology politics business studies Complete these sentences about you with an academic subject. 1 really tke 2 I don't lke 3 I think ______is very dificutt 4 is boring, ~ 5 | think is really interesting, 2 Expressions of time Order these words into four phrases. Monday Tuesday on evening on on afternoon ‘Saturday on night moming Friday On Tuesdary moming .. 3 Word combinations Copy the grid into your notebook and write the phrases under the correct verbs. ‘tennis amanicure tomusic aDVD with the children foradrink friends amassage forawalk toaCD shower a break games my gir/boytriend foradrive TV_fordinner play have take go. watch listen go 0. with tennis a a fora DVD tomusic my g” with the manicure shower drink ty tga cp boyfruad children massage a break for a walk eet friends games for a drive ‘out for dinner 4 Jobs and workplaces Complete the tabl Job Workplace 1 actor theater 2 ist studio 3 chef restaurant 4 doctor/nurse hospital 5 lawyer court 7 | 6 secretary office. | 7 police officer the streets 8 teacher ‘schoolUsing Punctuation 1 Punctuation ‘a Match the punctuation marks with the correct, name. Use the words in the box to help you. G 6 an apostrophe 0 acommal capital eters a question mark 2a period 4 quotation marks b Complete the sentences with the correct word. Use 8 dictonary to help you 1+ wo use 2 period to nish a sentence long sentences. a a a 3. we use Capital letters to begin a new Sentence and for people names. e 4 we use quotation marks to show that eoriactere opeaki e 5 wo use an apostrophe to show poscession, the relationship between people, or that a letter is missing. 6 wo use a question mark at the end of a auestion. 2 Capital letters We use capital letters to begin sentences and for people's names. What else do we use capital letters for in English? a. Match the words with their types. a nl @ languages 2 Hamiet b the first person singular a 3 Saturday ¢ itles of books, etc. 4 April d_ nationalities 5 Brazilian’ @ days of the week ~ 6 Chile 1 people's titles: 7 Ms. 9 months of the year 8 Caracas. hh countries ry 9 Swahili i cities b Punctuate this paragraph.a sweater ‘a T-shirt ATE pants — LANGUAGE NOTE 1 Vocabulary: colors 2 Vocabulary: clothes here ron a Find the colors on this page. a Write the names of these items of Say thom clothing in the boxes above. ight a y @e Eataiees vo poured eblouse dress phat” joans pants askin shoes aSkist € In pairs, discuss the questions about speakels asi sweater colors. Use the color words to help. a-Fshirt WARNING 41 What's your favorite color? Jeans and pants aro plural Bo Wht colons do tau have ka’ your D_ Look around the class. Which of the itoms in English rou evbtaiia/woakt items in the box can you see? What r ; What other items can Tusually wear a jeans. % 3 What colors do you like wearing? colosare they? What ollie ites c T usually wear jeans. you aset @ pair of jeans 7 ‘Al ike yallows ‘ B Me, too /I don't.colors and clothes Lu Vocabulary Reading Writing LUstening colors, clothes _spotfingerrors.—writinga—_listening to descriptions ina description description _of what people are ~ wearing in English. Then ask them to compare their lists in pairs or small groups. Check their _— answers in open class, correcting pronunciation as necessary and writing the words in a list on the board. Mark the syllable stress on the words you write on the board. Be prepared to answer students’ questions such as How do you say X in English? 1 Vocabulary: colors Draw students’ attention to the Language Note before they start Exercise 1a, Encourage them to identify dark and light colors on the page. ~ Use the audio recording for Exercise 1b as a model for pronunciation and word stress. Have students repeat individually and chorally. Pay particular attention to the pronunciation of yellow and orange as these may cause some difficulties. Ask students to work in pairs in Exercise 1¢, Got foodback in open class and let students hear cach other's opinions. 2 Vocabulary: clothes Make sure students understand that they should complete the blank boxes in the — illustration with words from the box in Exercise 2a. Ask them to compare their answers with a partner and then check in open class that everyone has the correct answers. While checking the answers, direct students’ attention to the Warning box. Tell students that /eans and pants are plural words in English as they consist of two parts s ‘Compare with @ pair of .... Ask students to find two other words in the box that are used in the same way (shoes and sneakers), and find out if they know any other things that are referred to in he same way, e.g. scissors Do Exercise 2b in open class, eliciting examples from students. Ask them to say the color of the item, too: a green and yellow sweater. Be prepared at this stage to provide the English words for other items of clothing that may be mentioned (shorts, socks, sandals, tie, scarf, coat, etc). For further practice of color vocabulary, students can test each other. Ask students to work in pairs: Student A and Student B. Student A covers up the words for the colors to the right ~ cof page 48 using a sheet of paper, but leaves the boxes visible. Then Student B says a color and Student A points to it, Have students change roles frequently fo give both partners equal praclice. The process can also be reversed, with Student B pointing to a e color and Student A saying the word. Continue until they can use the words for all the colors easily. ———————————— pink, green, blue, brown, black, red, orange, gray, white, yellow Set a time limit of two minutes and have students write down all the colors they can think of ‘Speaking ‘asking and saying when we wear clothes/colors tts Shopping “Tsfoe : iW a s Listening skills Set the context for the listening in Exercise 8a by telling students they are going to listen to two people talking about the clothes they wear to work. Make sure all students have identified the boxes they should be checking. After playing the audio once, compare in open class, and agree on the correct answers. For Exercise 3b, play the audio again, once through. Then ask students to compare their answers in pairs. If any answers are still unclear, play the audio again. Make sure students pronounce suit correctly. Grammar: frequency adverbs After students have done Exercise 4a individually, check answers in open class. Check students understand the meaning of never and always, before they complete the diagram in Exercise 4b. Have students do Exercise 4c individuelly, then ask them to check their answers in pairs. Check in open class that everyone has the correct answer. Make sure students pronounce usually correctly with three syllables. Make sure students understand that the words in Exercise 4d are not in the correct order. Check answors in open class. Check students understand often by asking where they would place it on the line in Exercise 4b. It goes between sometimes and usually, but is nearer to usually. Speaking skills Walk around the class as students do Exercise 5. Be available to help with vocabulary and pronunciation. Don’t directly correct students’ mistakes, but make a note of systematic errors and correct with the whole class at tho end of the activity, ‘To supplement exercise 5 you can ask the students to construct at least two sentences Using each of the frequency adverbs, including offen and always. Ask them to write down ‘two or three examples in their notebooks. Check these in open class. Writing skills Make sure students find the text referred to in Exercise 6a (bottom right of the page). Ensure everyone has a corrected version before moving on. Check that the paragraphs students write for Exercise 6b do not mention the name of the student being described, but ask students to add their own name at the end of the paragraph. Help with vocabulary or grammar where necessary. Exercise 6c will work well with a normal sized class, but if you have a very large class, or if time is short, divide the class into groups of four or five for this activity. Person 1 {female} What's my style? Well, | Person 2 (male) What's my style? Really have to look elegant for work. | usvally wear conservative suits in a dark color, with a skirt ‘or pants. | sometimes add a litle color with a bright shit or Fshin. Shoes? | rarely wear sndals.'s nota professional image. But on weekends, its diferent. | aways wear jeons, ‘shirts, ond sneakers. | need to relax! casual, I guess. | chvays wear jeans, T-shirts, ‘and a baseball cap. It's my uniform! Well, | ‘sometimes wear a colorful shir—for a party ‘ora special event. My girtriend likes me in a nice shin when we visit her family, Thats ‘okay. A suit? | never wear a suit. really don't like that style! Fas) unis Shopping3. Listening skills @D a Liston and check (/) the boxes. — Bb Liston again and check the clothing items that aro mentioned. Writo W for the woman and M for the man. asuit wm ahat Q__ ashitt @&wm — adress Q_ askit Yw pants fw sandals fw acap fm _ sneakers fw a Tshirt wan 4 Grammar: frequency adverbs a Look at this section of the audioscript. Underline words that e express frequency. J usually wear conservative suits in & dark color, with a skirt or pants. Tsomatimes add a little color with a bright shirt or T-shirt. Shoes? rarely wear sandals. It's not a professional - image. But on weekends, it’s different. T always wear jeans, ‘Tshirts, and sneakers. I need to relax! b_ Write the frequeney words in tho ea correct position, rarely usually abvays ¢ Look at the examples and choose the correct options to complete the rules p about frequency adverbs. What do you usually wear? T usually wear conservative suits. never sometimes My work clothes are never casual. Do you always wear a shirt? = . ency adverbs usually go Coejors! after the main verb. + Frequency adverbs usually go before Cafterxhe verb be. + Frequency adverbs ge(beforey fier the main verb in questions. 5 6 4d Write tho sentences in the correct order. 1_usually go to school on ‘Thursday evenings SL usually 59 bo chock on evenungs. 2 cat novor they cheose ‘They never eat cheese. 8 does often sho have at home lunch ? Does she often have lunch at home? 4 always we to Florida in June go We always go to Florida in June. 5. they come always late ‘They always come late. 6 tennis sho usually does play when ? ‘When does she usually play tennis? Speaking skills In pairs, discuss what you usually/never/sometimes wear to work or class / at home / out in the evening. I never wear jeans to work or class. Tusually wear dark colors. Writing skills a_ Rewrite the text below, Correct the errors. b Choose a student in the class. Write about his/her style. Don’t say the name. © Read your text to the class. The other students guess who you are describing. A Is it Sandra? B No! A Julie? B Yes, that’s right.GLOSSARY hatchback car that has a door at the back undergraduate degree the degree you have when you graduate from college (in the US, college = university) graduate degree 4 Master's or a Doctorate purchase something you buy Unit 5 1 Speaking skills In pairs, look at the pictures on this page and discuss these questions. 1. What ways of shopping do the pictures show? That's Internet/online shopping, 2 What methods of shopping do you prefer? I prefer shopping in a supermarket. 2 Reading skills a You are going to read an article about shopping online, Before you read, discuss these question: pairs. 1 What kind of person do you think buys on the Internet? Check words from the box, 1b Now read the text and check your ideas, Were your predictions correct? © Who uses the Internet for shopping in your country? What do they usually buy? 3 Grammar: other ways to talk about frequency a Write the word in the box above the correct column, | once/twice/three times 1__once well-educated old intelligent married well-paid lazy 2 What do they mainly buy? Check words from the box. Glothes financial services books food music computer software ‘The typical online shopper | is single, has T YOUNG, SINGLE, AND HITTING THE NE his. y Net—39% do this. 2 oollege | average regula shot” ga and earns every 3_every two aday hours a week month days Write one or more examples in each, column, ‘tne | The British are the nUMber = |The Net shoppers in 50,000 per | Europe. ‘although they af rears behind the Wegree, and aries 9 | 38 A ethan 40% have |e es Til probably hatchback. | an undergraduate degree” | catch up. “The ‘Around one in five buy at least six \ spends more $1,000 than | cpa mete Net. Ts |The {oP revaly STapey 10. buy | te AP sernaas on Te Shopping e | never frequent | one in ten has @ graduate | yeo—and ‘that's people WhO | degree—ant shoppers, six times a year | 40% are single: more 2 ettan | Americans afe Tuch + oriented than the ‘says Nick Jones, consumer | British,” products 10° serior anayst at pacteses 20 | \ books, music, and software. | MXL. | are | consultancy firmObjectives [ietaeiesaite] Grammar Pronunciation Reading Writing ‘Speaking other ways totolk schwa.and word reading a newspaper reporting answers asking and talking about frequency _—sttess artide, reading a toaquiz ‘about shopping shopping quiz habits Lead a brief class discussion about shopping. Ask students questions they can respond yes: ‘or no to, and that introduce useful vocabulary for the lesson: Oo you like shopping? Do you Ike going to the market? Do you use the Internet? Do you like online shopping? 1 Speaking skills to In Exercise 1 you may need to help students with the words market, store, and supermarket. Encourage stronger students to explain their aswers: I prefer shopping by telephone. It’s easy. Blicit feedback on the questions in open class. Check pronunciation of the methods of shopping, 2 Reading skills mm ay Introduce the topic for Exercise 2a by asking students for a list of things that people buy online. Write the list on the board, As students answer questions 1 and 2 in pairs, walk around the class and help with vocabulary. Ask them to compare their answers to question 2 with the list on the board. In Exercise 2b, help students concentrate on the task of locating specific information, and avoid boing drawn into explanations of new words in the text. Encourage students to look in the Glossary if necessary. Exercise 2c can be done in small groups, or as a whole class discussion. Encourage students to use the vocabulary they have found in the text. 3 Grammar: other ways to talk about frequency fa In Exercise 3a, have students write the headings for the columns individually, and then ask them to compare their answers in pairs. Make sure everyone has the correct answers. Point out the use of once and twice and draw students’ attention to tho fact that thoreaftor three times, four times, etc. are used. You may need to suggest a few ideas to get students started on Exercise 3b: a ‘month, an hour, day, weeks, etc. and then let them add to their lists individually or in groups. Shopping units FeO!chwa” and word stress f @\ 4 Pronunciation Before students do Exercise 4a, draw their attention to the Language Note and e@ remind them of the importance of stress in English pronunciation. After students have listened, ask them to repeat the phrases, concentrating on the pronunciation of a, Tell students this sound, called schwa, is very common in unstressed words and syllables. a ‘When students have listened to the audio for Exercise 4b and marked the stress, ask thom to compare their answers in pairs. For Exercise 4c, drill all the examples from 4a and 4b in open class both chorally and individually, concentrating on both pronunciation and stress. Encourage students to try sel-driling, where they attempt fo copy a section of a recording. ‘Mumbiing of whispering in ime with a recording is also a useful way for students to improve their pronunciation without direct involvement from the teacher. itis especially Useful for practicing the rhythms of English 5 Speaking skills To introduce the topic of Exercise 5a, write the exprossion window shopping on the board and ask students if they know what it means. If they can’t tell you, ask them to look at the explanation in the Glossary. Ask students if they enjoy window shopping, Encourage students to view the questionnaire as fun, rather than a sciontific survey. As they work in pairs, monitor pronunciation of the questions and help with vocabulary, Finally, organize a quick show of hands to reveal how many students are in each category. Encourage students to base their writing in Exercise 5b on the model provided. Chock students’ writing for correctness. Have students work with a different partner for Exercise 5c. Ask students to try to talk naturally about their previous partner, without referring to their paragraphs more than is essential. Encourage them to react to the information their partner tells them. Divide students into groups of four. Have each group invent three or four questions of their ‘own on the topic of shopping and then have them survey the class. es ‘once a week, twice a week, three times « month, once a year _ ‘every doy, every two days, every week, every three months (Funes Shopping4 Pronunciation: “schwa” and word stress LANGUAGE NOTE In phrases, one word is ® a Listen to the following expressions where a is pronounced fo usually stressod more once a week thro times a month than the othor(s). When twice a week once a year you write phrases in your notebook, indicate the stressed word, \@ b Listen to the following expressions. Mark the stress. every day covery week every two days every three months © Practice saying the froquency oxprossions in Exercises 4a and 4b. 5 Speaking skills a What kind of shopper are you? In pairs, ask the questions and choose the best answer for you. Record your partner's answer with a check () What kind of shopping do you prefer? Clothes shopping. Food shopping. I hate shopping. Other aoce oooo How often do you shop online? a I never shop online. b Sometimes. © Atleast once a month. d_|don‘t have Internet service. oooo How often do you buy new clothes? a Every week. b About once a month. © Rarely, Other oo oo Do you like window shopping? No. I like to buy things. a Q a a What? I don't need to buy any windows. Answers How many pairs of shoes do you have? Mostly a: a About five. You area b One. shopaholic! | can’t remember. Mostly b: You know d_ Other ‘when to shop and when to stop. Why do you go shopping? Mostly c: Hy! Shopping can be fun! earoati Mostly d: You decide. b Asa kind of therapy. ¢ To buy things I need, of course! d Other co oo hoe Me ee tea ea ae oooo b_ Write about your partner from Exercise 5a. Susan, tikes dathes sh She shaps online, aback four bimes a “par. She baeys nen cithes aboik once a month, She likes window shopping, She, has about eight pairs of shoes, and. she gows shopping for fur. $ think her cakegory lebber 5. ¢ Work with another pair. Tell them about your partner.1 Speaking skills a Check (¥/) the ideas that apply to you. like getting a present on my birthday. I prefer to have the money and choose my own gift. Thate shopping and always buy presents at the last minute. 1 2 3. I spend a lot of time choosing gifts for people. 4 5. Lalways write a thank-you note. b In pai . discuss your answers. 2 Vocabulary: gifts a. Put the gifts in the right department on the map below. aclock adoll aswoater sunglasses ashirt a picture frame a soccer ball ateddy bear carrings atic a sweater a clock sunglasses Women's / en's CLOTHES os 2 ACCESSORIES: ‘ahi é pics 4 atie ( frame Ei | oo a sweater sunglasses 4 mews Women's Tos CLOTHES: ACCESSORIES: a teddy bear a shirt earrings b_ Use your dictionary to add more words to each section. Show a classmate or your teacher. In pairs, discuss who the gifts are appropriate for, A doll or a teddy bear is a good gift for a small child. d_ In pairs, discuss what type of gifts you prefer to receive. 3. Reading skills USEFUL LANGUAGE a Inpairs, look at the ad on page 53. What do you think of this gift? Tthink it’s awful/ b Read the text quickly and answer the statements True (T) or False (F). ~ ‘cheap/gross. 1. The gift costs $19.09. F Tove it. / I's perfect. / 2 Itis a good gift for a mother or grandmother. T Its nice. 3. You pay for it immediately. F(o)e){taiivesam Topic: gifts Vocabulary Reading Writing Speaking gifts reading a magazine writing o thank-you letter comparing attitudes advertisement to gif giving \Write the word birthday on the board. Ask students to write down all the words they ‘ossociate with birthday. Have them compare their lsts in pairs and see if they have the ‘same words. Then elicit words from the class and write them on the board around the ‘word birthday, for example present, gif, party, birthday card, etc. 1 Speaking skills io Have students do Exercise 1a individually. ‘After they have discussed their answers in Exercise 1b, listen to some of the students’ opinions in open class. 2. Vocabulary: gifts tit a Before students begin Exercise 2a, make sure they understand the namos of the departments on the floor plan. If necessary, give examples of items you would find in these sections: accessories: handbags, belts; housewares: plates, curtains; and toys: action figures, spinning tops. Do exercise 2a as an open class activity. Draw a copy of the map of the store layout on the board, labeling the various departments in the same way as in the book. Ask students for examples of items they might find for sale in each of the departments. This will recycle ‘some of the vocabulary from Unit 5, Lesson 1, Now ask them to look at the words in the box on page 52 and fo put them in the correct department, comparing their answers with ‘a partner. Check in open class that students have the correct answers, As students do Exercise 2b, walk around the classroom monitoring what they are doing. Check that the new words they are writing in are correct, and encourage them to find new words for each of the categories, rather than just concentrating on one or two of them. Before students do Exercise 2c, draw their attention to the phrases in the Useful Language box. Make sure they know that perfect is much stronger than nice and that the two words are not synonyms. 3 Reading skills tt a Have students read the words and expressions in the Useful Language box again before they start Exercise 3a, Make sure they don’t begin reading the ad at this, stago, but just react to the illustration. Make sure students have read and understand the statements in Exercise 3b before they look for the answers in the text. If students have problems with question threo, check that they understand the meaning of send no money now.PR a 4 writing skins For Exercise 4a, make sure students have identified the thank-you note from Grandma at the right of the page. When they have decided, ask them to underline the words that help them to answer. Compare answers in open class. They will probably underline beautiful and perfect. As students do Exercise 4b, you may need to help with some of the vocabulary in tho Tips section, particularly promise, explain, and mention. Have students work individually at first. Then ask them to compare thoir answers in pairs, and finally, check the answers in open class. For Exercise 4c, encourage students to choose one of the articles from exercise 2 as a gift. Make sure each pair rocoives a gift by telling students who to write to (for example, the pair next to them). Make sure they are aware they can use the note printed in the book as a model for their writing. Point out the endings used in the Language Note and ask them to choose appropriately. Either nominate a “mailman” or deliver the notes yourself. ‘When students write thank-you notes for Exercise 4d, ensure they use the letter at the right of the page as a model. Rofor thom again to the information in the Language Note. Monitor students’ writing and correct any errors of grammar or vocabulary. Delivering the notes is a fun and practical way to ensure students get a senso of the excitement of using language as a real means of communication. (Fear Unes Shopping“You ‘This beautiful dott and “for ONLY two ros 7.99 1 always the right time to tell someone you To ee mcg coe har ae MN o. x u ‘The perfect gift that shows es ote! % yw m PRENTISS CLARK, INC 230 ie is ids Meo ae, aoe ey {DPrese send mea dol anc lock st wl eee a Javier my est pape of 81939 eth shipment. 5 5 E 5 o S ¢ 2 2 2 b I'll love you 4 Writing skills a Read Grandma's thank-you note for the gift. Did she like it? b_ Match each section of the letter with the tips on how to write a thank-you note. a Dear Maye, Tips for writing a thank-you note 4s : (a) 1d Close with the promise to see or talk to the person soon. Thank You so much for th 2b Explain why you like the gift or how you can use it, — swoncler ful clock re L 3c Compliment the giver’s good idea. ) THs by es 4a Thank you should be in your first sentence, with a specific autiful Pts on the mention of the gift. Table in my fivin — look at 8 "9 Voom, and T ¢ In pairs, choose a gift from this lesson and send it to another of ers doy and think 2 pair. Enclose a note like this. (6) what () What 9 Seed idea ~ g L Sp Dear <= ™ 9 clock 0 iors was the perfect gigt o ihe aTG Sift For met ope Te See uu ond Say . at Tanks m lots of bye, Grandma d_ In pairs, when you “receive” your gift, write a thank-you note and send it. Use Grandma’s letter as a guide. Your ~ teacher is the mailman! ™ ee LANGUAGE NOTE Closing a letter Use Lots of love or Love for very close friends and family. Best wishes or Best regards are good for more formal lettors.1 What time do stores usually o; 2. Are the stores open on Sunday these questions. and close in your country? 3. Do you prefer shopping in large stores or small, local shops? 4 Have you ever worked in b- What different jobs are there? Label the pictu store’ th the words in the box. checker elevator operator janitor security guard _ sales clerk In pairs, match the words with similar meanings, 7 Gsadvantags eet» 7 iat a> — Sa _ Mark the pairs in Exercise 1c as positive (+) or negative (-). downsideldisadvantage — © In pairs, discuss the advantages/ disadvantages of the jobs on this page. The advant of being a sales clerk is that you talk to people. Look at the table. In pairs, discuss your jobs and make notes in the first two columns. If you don’t work, choose a job you would like to do. You Name Job Workplace Hours Likes job? Advantages Disadvantages Your partner (for Exercise 5) Elizabeth Reardon selling roses a_shop of flower ‘weekdays: toy Saturdays: 5 a.m. to 2 p.m. 1 Being close to nature 2 1 getup very early 2 Working on Saturdays0) e){=ei\Vecamm Topic: jobs Grammar Vocabulary Writing listening review simple jobs in a store using notes to listening to a present write about a radio interview person's job ‘Speaking talking about jobs, keeping a conversation going Warm up When students have discussed the questions for Exercise 1a in pairs, listen to their answers in opon class and soo if there are any differences. ‘Opening hours can vary considerably from country to country and sometimes within the ‘same country from area to area. Stores in many countries are closed on Sundays, or close. ‘early on certain days of the week. You could ask students if they think opening stores on ‘Sundays is a good ideo, or ifthey think they should be closed. Some of the words for jobs in a store in Exercise 1b will be new, but encourage students to do the exercise by a process of elimination. Check answers in open, class, Make sure students pronounce the words (especially janitor and guard) correctly. To introduce the idea of synonyms in Exercise 1¢, ask students to look at the pair of words disadvantage and downside and explain that they have, more or less, the same meaning. Have students do Exercise 1d in pairs first. Then discuss the answers with the whole class. Bofore starting Exercise 1e, make sure students know they should talk about the jobs in the box in exercise 1b. Draw their attention to the example given, and elicit one or two examples of The advantage/disadvantage of being a ... is ... structure. Task If there are students who don’t have jobs, make sure they understand they can talk about a job they would like to have in the future. Allow a couple of minutes for them to decide. Monitor the activity as students work, and give help if required. Ensure students write some notes as a basis for the writing task in exercise 3. ———— For Exercise 5 on page 55 M Interviewer Good evening, and welcome Interviewer Nimm. It is nice in here. s 'o US. Worker, the program where we there a downside? speak to ordinary Americans and lea tizabeth Let's see, | have fo get up very about their working life. Today, we are with early to pick the flowers. | stort work at fNe flizabeth Reardon in Tyer, Texas, home of gm, and | finish at six pm. That's not fun! the Wler roses. Hi Elizabeth Interviewer Five a.m. 10 six p.m. = that's a Elizabeth Hi there. long day! Intenower lls Sizbeth what do taabeth Uh Yes, Sometimes work on you do? ‘weekends, foo - often work Saturdays Bizabeth Well, I work in the shop of a and then, uh, | have a doy off in the week. flower farm. Interviewer That sounds hard, Interviewer So you sell flowers. Elizabeth Well, the hours are difficult, but 1 Elizabeth Yes, roses. My husband grows love my work the roses; we sell some to stores, and in interviewer Well, thank you, Elizabeth this litle shop, we sell to the public: Reardon from Tyler. And next week Interviewer The roses are beautiful. Do you like your job? Elizabeth Oh, yes! | love it. | ove being close fo nature. The perfume of the roses |s so wonderful, fo it a ‘Shopping TsPG) 3 Prepare Walk around the class as students write, and help with grammar and vocabulary, When students are reading their partners’ writing, encourage them to first clear up any factual inaccuracies, boforo thinking about the ereas of grammar and vocabulary. Ask students to return the pieces of writing to their authors, for the next exercise. Wt qy 4 Feedback Make sure the rest of the class listens as each student reads out their paragraph about their partner, and that they record the name of the student being described in the correct column. Finally, discuss whether most people in the class like or dislike their jobs. In a large class exercise 4 could take quité a lot of time. An alternative approach is to have students ask each other about their writing. Model the questions Who did you write about? and Tell me about them. If necessary, write the questions on the board. Then ask students to stand up, move around the room, and talk to as many people as possible in five minutes, Make sure they record names in the appropriate column as they do so. Finally, discuss in open dass whether most people in the class like or dislike their jobs. F @ 5 compar ® ‘Ask students to look back at the table in exercise 2. Tell them they are going to listen to an interview, and that they should listen for the specific information to fill in the blanks in tho right hand column. Play the track through once and check whether the students have all the answers. If not, play the track again, pausing as necessary. f @y\ & Notice Ask students what devices they use to hesitate in their own language. Ask if they know any ways to do this in English (some may be the same or similar). Now ask them to look at the extract from the audioscript and to underline the devices the speakers use to hesitate, Check in open class that they have underlined wh and well. Then draw attention to the Language Note end ask students to find an example of repetition in the extract (Five a.m. to six p.m). QD 7 Follow up Divide the class into groups of four and ask them to discuss all the jobs they can remember from this lesson. Encourage them to say which ones they would like and which ones they wouldn't like, giving reasons for their choice. Also, ‘encourage them to use some of the hesitation devices they discussed in Exercise 6. ‘The audioscript for Track 95 is on page 54 RK xu: Shopping3 Prepare Use your notes in the table on page 54 to write about your partner’s job. Remember to include the advantages and disadvantages. Show your partner what you write so he/she can check itis true, Gulian is an accountant. He works from nine to feve. He doesn't work on ‘rechends, He likes his jab. 4 Feedback ‘Tell the class about your partner's job. While you listen to the other students, use the grid. below to record which students like their jobs and which dislike them, Like Dislike Do most people in the class like or dislike their jobs? 5 Compare ® Listen and complete the third column of the table in Exercise 2, 6 Notice LANGUAGE NOTE Look at this section of the audioscript. Underline words or phrases we can use to think or ‘We also hesitate during a conversation. oo pa in A. Let's so9, Ihave to got up vory early to pick the flowers. I start work at five a.m. and I the conversation finish at six p.m. That's not fun! going, Find an , ; / example of | B Fivea.m. to six p.m.—that'’s a long day! eae tats A Uh... Yes. Sometimes I work on weekends, too—| often work Saturdays and then, uh, conversation. Thavoa day off in the weok. B That sounds difficult, A Well, the hours are difficult, but I love my work. B Well, thank you, Elizabeth Reardon from Tyler. And next week ... 7 Follow up a Remember to listen for these ways of hesitating during a conversation. b_ Inssmall groups, list all the jobs you can remember from the lesson. Which ones would you like? Which ones wouldn't you like? Give reasons. I'd like to be a teacher because the vacations are long. I don’t think I'd like to be a sales clerk because the salary is low.AGE. BESOURC! 1 Adjectives: word order Adjectives go before nouns: 4 beautiful cress ‘They do not take a plural form two boautitl dresses of two boautituls dresses X They can follow some vetbs, such as be or fst 1 feo good, She’ nie. 2 Frequency adverbs and expressions Use + Use frequency adverbs and expressions to say how often things happen, Frequency adverbs SS never (very) rarely sometimes usually always, Longer frequency expressions ‘once a dayhweek/month/year/ete. every day/weekimonth/yearfete. every two weeks/two months/ete. Form ‘+ The best position for frequency adverbs is between the subject and the main verb (exception: be) They never wear casual clothes. They are always Isic Longer frequency expressions usually go at the end of, the sentence. They come to the U.S. every summer. a Write a frequency word or expression in the correct place in each sentence. Make sentences that are true for you. sometimes 11 use a dictionary 2 | use a dictionary. 3 | listen to English music, 4 | watch TV shows and cartoons in English 5 6 7 | speak my language in the classroom, | communicate with English speakers on the Internet. | do my homework. b In pairs, compare your sentences. In pairs, make a list of the qualities of a good learner. HelShe abays comes to class 1 Clothes ‘a Mark the vocabulary ‘A’ (above the waist) or 'B’ (below the waist). a biouse ‘4 ahat A a shirt A askin B a suit AB a sweater A aTshit A acap A jeans B pants B sneakers B 2 Colors white gray ‘a Complete the sentences with colors. Little girs usually wear 2 People never wear to.a wedding, 3 is a dark color, 4 isa light color. 5 I raroly wear 3 Gifts Match the gifts with the person or people they are appropriate for. anolderman — b ayoungman a boy d anolder woman e ayoung woman f ail A clock - ad 1 a soccer ball 6 ashirt 2 ate 7 apicture frame 3 earrings 8 sunglasses 4 a teddy bear 9 adol 5 asweater 40 aTshirtUnderstanding unfamiliar 1 Reading real texts In this book, you wil fin “real” texts from a variety of sources — magazines, newspapers, songs, eto. Sometimes you will Meet words that you don't know. Ifyou see a word you don't know, think: + Isitimportant? * Can | understand the ideas inthe text without this word? ‘The glossary is there to help you. i you try to read real texts, you wil become a more effective learner of Englsh—and also read some interesting ideas! Ifyou need a word to understand the text, and can't figure it out from the context, use ‘your dictionary. it you are not sure how to pronounce @ word, check the phonetic guide in the Wordlist (pages 138-143). ‘@ Look back at this unit. Circle two or three words you would lke to check the meaning of b Use your dictionary to check them. ¢ Wite them in your notebook with an example, or a translation, if you think they are Useful or important. Become a word collector. 2 Ways of organizing words Look at these ways of organizing words. 1 visual 2 bycontext agit a thank-you note receive by patter: re ee 4 noose pe boty lifes aicrarneata har ce 6 in groups b Choose some words from this unit. Use a new way of recording them in your notebook. — ‘Show your notebook to a classmate or your teacher.1 Reading skills a In pairs, discuss the people on this page. b_ Match each picture with a description. USEFUL LANGUAGE think / don’t think he/she's Who do you think is attractive? I think she’s very beautiful. Use attractive or good-looking for men and women. Use beautiful for women. Use pretty for young women 1 Julie Montague is 28 years old. She's a lawyer. or girls. She has brown eyes and red hair, She is small and thin 2 Frances Bean is 21. She's a college student. She has blue eyes and blond hair, She is tall and average weight, 3. Otto Proen is 28. He's a firofighter. He has brown eves and dark brown hair. He's average height and slim. 4 Jim Jones He's tall and Use handsome for men. 34. He's a teacher. He has green eyes and brown hair, the words that describe appearance in Exercise 1b. 2 Grammar: be vs. have for appearance Match the examples and the grammar. 1. subject + have + color + eyes or hair a_He has green eyes. 2. subject + be + height b He's average height. 3. subject + be + color © Her hair is brown, b Write the description words in the correct section, ‘Some words can go in more than one column, black blu im green small blond heavy brown thin short red height build eye color hair color @ c Listen and check the answers. @ A Listen again and repeat the sentences, —-_.... riends and pariners(o)e)f=aiiy-<¥m Topic: descriptions Grammar Vocabulary Listening Reading ‘Speaking evs. have physical listening to « song matching short ving physical for appearance characteristics descriptions ond descriptions pictures Bring in a selection of color pictures (magazine pictures are ideal) of faces with a selection ‘of hair and eye colors, one picture for every four students in your class. Divide the class into ‘groups of four and give each group a picture. Ask them fo describe the hair and the eyes (of the people in their picture. After one rinute ask them to pass their picture on to the ‘group on their left and take a new picture. Continue until each group has discussed at least four pictures. ‘Then write hair and eyes on the board. Elcit examples from the class about the pictures. they have discussed: She has brown hair. Focus on light and dark by comparing two pictures of people with dark and light brown hair and asking them to tell you the difference, Reading skills Before starting Exercise 1a, draw students’ attention to the Useful Language box. Make sure they understand how the adjectives are used and encourage them to use the expressions while doing the exorcise. fc Check the answers to Exercise 1b in open class. Ask students to give reasons for their choices: Why is number 2 picture A? She has blond hair. She has blue eyes, otc. Make sure students understand the meaning of the words describe appearance before you ask them to do Exercise 16, Refer to the example in description 1 in exercise 1b. 2 Grammar: be vs. have for appearance WR a Check in open class that everyone has the correct answers to Exercise 2a, making sure, in particular, that they understand that be goos with hoight and have with build. Lot students work on Exercise 2b individually but walk around the class and monitor their progress Afier students have listened to the audio for Exercise 26, ask them to compare e@ thoir answers in pairs. When you ask students to listen to the sentences and repeat them in Exercise 2d, @ pay special attention to the words average, height, and medium, and make sure that they pronounce them correctly according to the model. The stress of average and medium may be difficult and the spelling of height can ceuse pronunciation problems. < o Height: tall, short, average height. She's tall She has green eyes, Build: sim, small, heavy, thin. He's short His eyes are blue. ye color: green, blue, brown, maverage height. My eyes are brown. Hair color:black, blond, brown, red. tim slim, Uhave black hair He's small His hair is blond. She's heaw. ‘She hos brown hoi She's thin, Her hairis red. Friends and partners “Unite UPB!83 D3 Speaking skills Ask students to complete Exercise 3a individually. Listen to a few examples in open class and correct any errors. Draw students’ attention to the Warning box at the top of the page. Tell them that a black eye means a dark mark on the skin around the eye as a result of being hit. ‘When students have finished Exercise 3b, listen to some examples in open class, Use open pair work, asking different pairs to speak. Correct any errors. ‘As students do Exercise 3c in small groups, walk around the class and monitor. Note down any errors and correct with the whole class after the activity. ‘Ask students to write a brief description of another student in the class on a piece of Paper. ell them to use the frst person and give them an example: m average height ‘and medium build. | have black hair and my eyes are brown. Ask students to write their ‘names on the pieces of paper. Collect the pieces of papers and then read out the descriptions. Have students guess who is being described. Check with the authors of the descriptions that the answers are correct. Ifyou have a large class, do the activity in _groups of six to eight students. 4 Listening skills Write the two statements in Exercise 4a on the board and check carefully that students understand the meaning of both sentences. Before playing the song, draw students’ attention to the words in the Glossary. Make sure they understand the meaning of the two expressions. & Check students remember the parts of the body referred to in Exercise 4b. You can do this by standing at the front of the class and pointing to your own nose, ears, hair, etc, and eliciting the words. Ask students to do Exercise 4¢ in pairs. Where a word is listed with several meanings in their dictionaries, help them select the correct one. Encourage your students fo use a monolingual English dictionary if these are available. This helps to develop good habits and will make them more independent as learners. If they are using bilingual dictionaries, make sure they have found the correct mother tongue equivalent. Care, for example, has several meanings in English. When the students havo finishod Exercise 4d, ask each pair to find another pair of students in the room and to share their ideas. Whats new pussycat? Woah, Pussycat, Pussycat Whats new pussycat? Woah, Hove you Yes, | do! Pussycat, Pussycat You and your pussycat eyes! Ie got flowers and lots of hours To spend with you. Pussycat, Pussycat ‘So go and powder your cute litle pussycat nose! —_You'e delicious Pussycat, Pussycat ‘And if my wishes Hove you Can all come true, Yes, Ido! Il soon be kissing your sweet litle pussycat lips! You ond your pussycat nose! Pussycat, Pussycat ove you Pussycat, Pussycat Yes, | do! You're so thriling You and your pussycat eyes! ‘And tm so wailing You and your pussycat nose! To care for you. So go and make up your big litle pussycat eyes! to, Friends and partnersbrown, blue 3. Speaking skills Look at the colors above and complete the sentences about you. My hair is. Thave hair. Samo My eyes are have eyes. yee! 2 She has dark brown eyes. 7 b_ In pairs, say what looks you think are attractive She hie Blaskeoptas X. A like blond hair. ess GLOSSARY A [ovo groon oyos, - What's new? ofer brown eyes. Bid profes Drown ey an informal expression used © Ingroups, describe yourself. Then describe other students in the by young poople 3 ' sea " We also say What's I'm small and slim, My hair is black and my eyes are brow eee teh y waeitier Henry is tall and heavy. He has blond hair and groen eyes. pisaveat . an affectionate word for a 4 Listening skills Ss ok We also say honey or babe, _ @- Liston tothe song without looking atthe lyrics and choose the best summary, 1. ‘The singer loves his eat very much, 2. ‘The singor calls his girlfriend “Pussycat”. @ b Listen to the song again. While you listen, check (y/) the parts of the face you hear. nose 4 face earsQ hair What's new pussycat? ~ Woah, woah. Woah, woah. Woah, woah. What's new pussycat? What's new pussycat? What's new pussycat? Woah, woah, Woah, woah. Woah, woah. Pussycat, pussycat Pussycat, pussycat Pussycat, pussycat I've got flowers and lots of You're so thrilling You're delicious ~ hours to spend with you. And I'm so wiling. ‘And if my wishes So go and powder your cute To care for you. Can all come true, litle pussycat nose! So go and make up your big I'll soon be kissing your - Pussycat, pussycat litle pussycat eyes! sweet little pussycat lips! ove you Pussyoat, pussycat Pussycat, pussycat Yes, | do! | love you ove you - You and your pussycat Yes, | do! Yes, | do! nose! You and your pussycat eyes! You and your pussycat eyes! You and your pussycat © Check these phrases in your dictionary or ask your teacher. to care for someone to kiss someone to love someone to spend time with someone to spend money on someone lips 4 What's new pussycat? eyes 4 What's new pussycat? nose! In pairs, discuss these questions. 1 Do you have a pet ora i girliriond/boyfriend? Which of the things mentioned in Exercise 4c do you do with thom? Friends and partnersa b In pairs, idontify the places in the pictures Vocabulary: stages in a relationship on the left. In pairs, match the verbs and nouns to make a stage in a relationship. ‘Then number the stages in the order that they usually happen. goon met a date (with someone) go out with ae ea someone In groups, discuss the following questions. 1 2 3 4 5 (ls it different for men and women?) 2 Reading skills cengaged/married (to someone) What is the best place to moot a now girlfriend or boyfriend? What's the best place to go for a first date? Who usually pays when you go on a date in your country? Do people usually get engaged in your country? What's the average age that people get married in your country? Is it difficult to meet people to go out with? Are there dating agencies in your country? a Look at the headline, What is the ad for? Dating agency b_ Read the text and match the summaries 1. It is an invitation to use the company’s services, Paragraph __3 2. People who join dating agencies come from various places and professions. Paragraph 2 3° Many people use dating agencies Paragraph 1 ¢ In pairs, discuss the questions. 1 What type of people use a dating agency? 2 Would you use a dating agency? Why? Why not? GLOSSARY average usual or normal, in the middle The average American has four or five serious relationships in their life. partner a business associate or boyfriend/girlftiond, husband/wife dating agency a service to help people find partners the paragraphs How you can find iq romance! What kind of people join a ctually, they're people research shows that as many as one in five rae men and women use dating agencies to Star relationships. The reseerchers say this ‘laure will Couble over the next five years! More and more pi dating agency? Wel, lust ike you! Recent 1e0pIe are joining from all over ee country—doctors, lawyers, engineers, umalists, teachers, a ‘i a Secretaries, and even 200 Why not complete our FRE ‘compatibility form below, etails of who could be your IEE, confidential ‘and we'll send you ideal partner,le)o)-tallveny : relationships Vocabulary Pronunciation Reading Writing Speaking stages ina relationship word stress reading on completing a form describing character ‘djectives of character advertisement ‘Ask students to make a list of places where itis possible to meet a new boyfriend or sirfriend. Have them compare their lists in pairs, and then elicit examples in open class. Write the list on the board, Leave the list on the board as they do exercise 1a, ond ‘compare it with their answers. 1 Vocabulary: stages in a relationship Ra Have students do Exercise 1a quickly. Then check answers with the whole class Check that students have the correct answers to the matching in Exercise 1b and elicit the normal order in which these actions take place in open class. Make sure ~ they understand that engaged means a promise to marry has been entered into, and that married is used after the ceremony has been completed. Ask one person in each group to note down the answers given by the group during Exercise 1c. Then ask groups to compare their answers in open class. Correct any errors of vocabulary and grammar at this stage. 2 Reading skills tit a@\ Refer to the Glossary at the bottom of the page and check that students understand - the three terms (particularly dating agency as this is central to understanding the task and the text). Make sure they also understand the word headline before asking them to do Exercise 2a. Check the answers to Exercise 2b in open class and make sure everyone has the correct answer. ¢ Got feedback on students’ discussions of the questions in Exercise 2c in open class. Make a list of the types of people who use dating agencies and write the words on the board. Friends and partners "Une Eeef 1) 3 Vocabulary: adjectives of character When the students have finished Exercise 3a, ask them to compare their answers with a partner. Check their answers in open class and make sure they are all correct. There are a lot of useful words in the definitions of these adjectives. When you have made sure that all he students have the correct answers to exercise da and have checked the ‘adjectives that describe them (exercise 3b), you could draw students’ attention to some of these words, e.g. laugh, needs, facts, conventional, exciting, carefully. Pronunciation: word stress Before playing the audio for Exercise 4c, ask students to repeat the words chorally during the pause after each word, Play the audio more than once until they can say the words easily. Help the students to remember the stress pattems of these words by drawing the three patterns exemplified in this section on the board. They are: 0000 (adventurous, People in my country are ‘fashionable. traditional. adventurous, Make sentences from the table. People in my counkry ave fashionable. Stages in a relationship tormest someone to go out with someone to.go ona date to care for someone to get engaged (to someone) ‘@ Write a physical description of a person in your class. to get married (to someone} Shelite os Using the correct preposttion is important. b Show a classmate. Let them guess who it is. to get married with someone % 2 Can 8 The face Use ‘Common eye and hair colors * Use can to express ably. Eyes: green, blue, brown, black ia Hair: black, brown, blond, red, yellow subject + can/cannot/can't + infinitive without to 4 Abilities My fend swirn. play a musical instrument My mother play tennis (the piano, the guitar) She cancen'vcannot | speak italian. play a sport He 00k speak a language ' use a computer. drive + For questions, the ve and subject change poston: Can you swim? Yes, V can No, I can't. 12 Make true or false sentences from the table above. Mey mether can geak alian. ‘Show a classmate. Let them guess if the sentences are true or false. Answer the questions. Give true answers. 1 Can you play tennis? 2 Can your father/mother use a computer? 3. Can your teacher speak French? 4 Can you crve? 5 Can you play the piano? use a computer cook Check (7) the abilities you think are important.Editing your writin: 1 Recognizing errors Itis useful to look for errors in your written work Look at the errors in this text SP. John is attractive. Hisilo}is casual. He usually pees or dark pants, He sometimes woot pasebal cap. He Gp fun-loving person. mira very much. aR ‘Study the “correction code” used. P= speting GR = grammer = a word or letter is not needed A= a word or ltr is missing © Rewrite the text conc. Check your answers at the bottom ofthe page. 2 Correcting errors Use the correction code to indicate errors in the folowing sentences. There is one error in each sentence. 1 She idfeacher. GR 1 likes fo go to the movies. * My favorite color GR Twork.an office. . GR Hor sister's eyes are browns. GR ‘They havee-a nice house. in pairs, check your answers. Write the sentences corectly She is a teacher. like to go to the movies. My favorite color is blue. I work in an office. Her sister’s eyes are brown. ‘They have a nice house, earenn -yonar aaa wry eT “wosi0d uysop-uny e sof doo oqosoq v som saunas oy 'syuVd 4vep 10 savol sream Ayjonsn ay pense oLAys si “annaeNe st EYOLa Choose the correct sentence. 1 a Lamblue eyes. 2 b She's teacher. 3 a_Always she wears jeans. GB She always wears jeans) 4 a Hecan to play the guitar. ‘b_A doctor work In a hospital b Write the sentences in the correct order. Remember to use a capital letter at the beginning and a period at the end of the sentence. 1. to/1/ go / once / the movies / a week Igo to the movies once a week. 2 never / brother / my / tennis / plays My brother never plays tennis. 3. brown / blue / eyes /hair/ has / he / and He has brown hair and blue eyes. 4 can/1/ can’t / sing / dance / but /1 Tcan dance, but I can't sing. (Or similar variation) 5. office / sister / my / works / an / in My sister works in an office. 6 hard / he / work / doesn't / very He doesn’t work very hard. ¢ Match the questions and answers. What do you do? Does he like his job? Can you play tennis? What do you usually wear to work? What's your personality? How often do you go shoppin eusene SEEEBE Yes, he does. He loves it! T'mateacher, I'm adventurous and fashionable. No, Ican't. About once a week, meno re Twear a suit Complete the sentences with words from the box. fun-loving fashionable serious considerate a checker an architect ‘Someone who likes partying is fun-loving ‘Someone who wears nice clothes is fashionable ‘Someone who designs buildings is an architect ‘Someone who thinks about other people is considerate Someone who works in a supermarket is a checker Someone who doesn't laugh much is serious 1 2 3 4 5 6 Write the words in the correct column, according to their stress. Deautiful attractive restaurant pi jus. computer piano janitor @ee beautiful attractive restaurant computer practical piano serious janitor ‘Try to add more words to each column, Complete the text with the correct verb forms. George Smith 1__ is _ (is/are) a math teacher from Denver, Colorado, He 2 works (work/works) ina high school. George 3 is (is/has) tall and heavy. He's 4 attractive. (attractive/beautiful). He 5 has. (has/have) blue eyes and brown hair. “I 6 like (like/likes) my job,” says George, “but 17 _don't_ (don't/doesn’t) like correcting homework in the ‘evenings! The children are really fan, but sometimes, thoy 8_dan't_(don't/doesn't) like doing the homework either! Match the sentence halves to make generalizations about jobs. Agardenerf aan usually cook very well, Adoctor d bb often likes working with children, Asalesclerke usually earns a big salary. Asschool teacher b d sometimes wears a white coat Alawyer ¢ e sometimes wears a uniform. Achefa f usually works outdoors. eunenni Find the clothes in the word search. Write them with the pictures. 5 eal 3 —mneakers_ 4_shirt _ Cae j Write the words in the correct categories. 'm Choose the correct verb to complete the phrases. Feta ree eee er 1 have. a tennis / computer games / Ce eae Sos pene ui See 2 0 for with the children Tita sila sults yelled Fee a play b awalk /a drive /a drink 4 communicate\¢ aclient/a friend /acity 5 6 une cc . " visit ‘dy toxt mossago / e-mail / Clothes Subjects Colors goto telephone ul the library / class / school dress biology doctor blue black hair / blue eyes / shirt geography engineer green brown eyes - skirt history plumber _ pink a pivera inl lisersetare: |oyallow: n Write sentences with three of the combinations from Exercise m. ca S usually gp for a wall ex the eveneng. eastint 0 What are these? acap ¥ ® goose’ 1 ‘ky to add more words to each column. 1 Make true {tences from the table. ~ - - ya clock Cats mun fast ad Monkeys see in the dark, Some people can usually use a computer. sandals Doctors speck English. |1 Speaking skills 3 ‘Work in pairs. Look at the picture and talk about these questions. ‘Whose room is this? ‘What do you think of it? Why is it like this? Do you know anyone whose room is like this? Bone Vocabulary: things in a room Label as many things in the picture as you can. Use the words in the box to hnelp you. Check with a partner. floor wall poster picture chair dosk mug lamp rug table trashcan curtains sofa shelves candle radiator plate Ey Unit7 House andhome Pronunciation: word st Work in pairs. Say these words to each other. Mark the stress on the words with more than one syllable. poster table Curtains picture sofa candle LANGUAGE NOTE Complete the rule: In English, nouns with two syllables usually have the stress on the syllable.(0)e)iXel\veswm Topic: describing a room ~ Grammar Vocabulary: Pronunciation Reading ‘Writing ‘Speaking there is/ there are —_thingsin ahouse, word stress reading on writing a describing a room prepositions of e-mail description and its contents — place ‘Ask students to look around the classroom and write down as many words os they know in English for the parts of the room and the funiture and equipment ini. Seta time limit of - ‘wo or three minutes. Then ask them to compare their lsts in pairs. In open class elicit ‘examples from the whole class and write the words on the board, marking the word stress {as you do so. Words that students might know include table, chair, desk, door, picture, = window, etc. 1 Speaking skills fa Get feedback on the questions in Exercise 1 in open class. Useful words to G introduce at this stage would be neat, clean/dirty, a mess. 2 Vocabulary: things in a room. fT &Y When students have checked their answers to Exercise 2 in pairs, check in open class and make sure everyone has the correct answers. Follow up by asking how many of the words in the box they can find in the classroom: heater, picture, desk, shelves, etc. L To give further practice ofthe vocabulary, use the picture as a basis for a question-answer drill. Ask What is this? or What do you call this in English? as you point to the things, and Pe nominate students to answer. Continue with other questions: What color is the ...?, Is the A ... big or sma? Finally, ask Where is the ...?10 introduce the concept of prepositions of place, which will be developed in exercise 4. 3 Pronunciation: word stress if &Y In open class, ask students what kind of words the words in Exercise 3 aro, Are they verbs? Are they adjectives? Now ask them to work in pairs and mark the stressed syllable on each word. Check the answers in open class. \ ‘Then, have students look at the Language Note at the bottom of the page and elicit the answer to the question in open class. Ask them to find more words in the box or picture that have the same stress pattern: heater, window, pencil, trash can, etc. House and home Unt? UPTO)tia : tm ; fa: Vocabulary: prepositions of place Have students do Exercise 4a individually. Then chock answers in open class, To illustrate these prepositions, bring a tennis ball and two small boxes to the class. (The boxes should be big enough for the tennis ball to fit inside.) Demonstrate the six prepositions to the class, using the question Where's the ball, and eliciting (or providing tft the answers if in the box. Its on the box. elc. When students have read the introduction to exercise 4 and studied the illustrations, draw their attention to the Language Note and the conceptual difference between in and on. While students do Exercise ab in pairs, walk around the class helping with vocabulary. To give further practice in the words for the different prepositions, have students work in pairs. Ask Student A fo cover up the words for the prepositions using a sheet of paper. Then Student B says the word for one of the prepositions and Student A points to the correct picture. The process can also be reversed, with Student B pointing to a picture and Student A giving the word. Change roles fo give both partners equal practice. Continue Until they can use the words for all the prepositions easily. Before students do Exercise 4c, draw attention to the Langusge Note and make sure they understand that they need to choose between the prepositions in and on, Chock answers in open class. ‘To consolidate the vocabulary used in this lesson, give students a picture dictation. Ask them to draw a picture of a room or part of a room on a sheet of paper, following your instructions. Keep the instructions and the objects used simple, for example: Draw a fable, There's a book on the floor under the table. Next fo the book there's a pencil. There's a candle on the table. etc. When you have finished, ask students to compare their drawings in groups of four. Reading skills To prepare students for Exercise 5a, establish once more that the room in the picture on page 70 (Brian's room) is very mossy. Check that students understand the word lies (untrue statements). Grammar: there is / there are Before you ask studonts to do Exercise 6a, make sure they know that they have to use the words there is and there are to complete the rules. Check in open class that they all have the correct answers. Draw students’ attention to the Warning box. Make sure they undorstand that there are does not contract, while there is usually contracts to there's. Bofore starting Exercise 6b, check students understand that they should correct, the e-mail based on what we can see in the picture. Make sure they don't confuse there is and itis. As students do Exercise 6c, walk around the class and check their writing. oe, House and home4 Vocabulary: prepositions of place ‘To talk about where things are, use prepositions of place. 4 in on under a Complete the sentences about the objects in the picture. ‘Where's the rug? It's _on___ the floor. It's _under_ the table. Where are the candles? They're _on__ tho table. 7 The radiator is behind the desk. b_ In pairs, ask each other questions about other things in the picture. © Complete these phrases. 1 __on__ the floor eon ene 2 __in__ the room 3 __on__ the table 4 on _ the sofa 5 __on__ the desk Reading skills a The picture shows Brian’s room. Read his e-mail to his mother. How many lies can you find? b_ Read the e-mail again and underline the examples with there is / there are. Grammar: there is / there are a Complete the rules. Add examples from the e-mail. + Tottalk about one thing in a place, use _there_ + Example: * Totalk about more than one thing, use _there_ + __are Example: + To form negative sentences, use there isn’t / there aren't. Example: There isn't a sofa. There aren't any paintings on the walls. b_ Work in pairs. “Correct” the other lies in Bri St isnt dean and. neat. © Write six true sentences about Brian’s room, using there is / there are and propositions of place. Then check in pairs. There's a candle on the table. SY me Sony up next to ‘The guitar is between the bookshelf and the sofa. between behind Hi Mom, Just to let you know my new room is fine. It’s very clean and neat. The walls are pale blue, and there are two beautiful paintings on the wall next to my bed. There’s a TV, and there’s a nice desk for me to study at. There are two chairs and a sofa, so it’s really comfortable. Hope everything is okay at home. Say “Hi” to Dad and Sally. Love, Brian 's e-mail,a. Read this ed and answer the questions. 1 What is it about? an apartment 2 How many rooms are there? 5 3° Which rooms are they? 2 bedrooms, kitchen, bathroom, living room 1b Match the abbreviations with the corresponding words. bdrm 1 living room 2 mo b building 4 Custom kitchen, 3 hr © bedroom bath, 4 bldg a month 5 ge e large 6 ot f hour 7 Wwgrm 8 center 2 Vocabulary: rooms and furniture USEFUL LANGUAGE Work in pairs. Where do you expect to find these things? Put the objects/fumiture There's usually a closet in in the correct rooms. Some of the words can go in more than one place. the bedroom. sink washing machine night table DVD player oven bathtub dresser coffee table sofa chair dishwasher refrig shower microwave bed table armchair There's usually a toilet in the bathroom. The TV is usually in the living room, but it's sometimes in tho bedroom, DVD pla coffee table, sofa, table, armchair living room sink, oven, microwave, dishwasher, refrigerator, washing machine chair, night table, bed, dresser bedroom [| | ‘Unit 7 House and home2 Vocabulary: rooms and furniture Topic: describing apartments Grammar Vocabulary Pronunciation Reading Writing Listening Speaking Isthere?/ roomsand —word/phrase__—_reading writing about listeningtoa talking about Are there? furniture stress; there's / classified differences phone what's ina there are advertisements, conversation room/house 1 Reading skills ao Encourage students to answer the questions in Exercise 1a although they may not understand everything in the text. Got feedback in open class. If students ask you, explain some vocabulary at this stage (dishwasher, custom, marble). Before students do Exercise 1b, remind them that abbreviations are commonly used in small ads to save money. Ask for some examples used in their country. Hf you think students will need more extensive vocabulary work before doing exercise 1, you can beain the lesson with exercise 2. Present and practice the vocabulary for things found in the house, do some choral repetition to check pronunciation, and then move on to, exercise 1 5 a pre-listening activity for the activities on the next page. Bofore students start Exercise 2, draw their attention to the Useful Language box on the left of the page and encourage them to use words like sometimes and usually when they are discussing where to put the objects. Make sure everyone understands what all the words in this exercise mean before you move on, While students are doing exercise 2, draw a large copy of the plan on the board. When students have finished, invite them to come up and write their answers on the plan. if students disagree with the answers other students have given, ask them fo come to the board and change them. * For Exercise 4 on page 73 Jess Hi this is Jess. Jess That's okay. Is there a TV in the living Sara Oh, hello, ess. its Sora.tm coling om? ‘about the apartment, Sara Yes, there is, and a DVD player 488s Ooh, great .. what it ike? Jess Oh, good. What about the kitchen? Sora Well is really beautiful... and big. Sara its nice ~ smal, But modem. There's ‘Jess How many rooms are there? {refrigerator and a washing machine, as well as the stove — oh, and a microwave. Sora Well there are two bedrooms pumpeariclay Jess Is it furnished? seals te ~~ ee . ‘Sara Yes, there's a double bed in one Sora No. there tan} cont be's9 tazyi bedroom and two singles inthe other, Jess Okay. it sounds good ... how much Jess Two single beds? How many other 8? Toms ore there? ‘Sora Wel, ifs... $1,200 dollors a month. ‘Sara There's aiving room, one bathroom, Jess $1,200 each? ‘ond a kitchen, ‘Sora Yes, $1,200 each ... Jess, ore you Jess Are there any balconies? there? ‘Sara No, Jess. There aren't any balconies, ess $1,200 a month? Each? No way! | Sorry, There is a garage, though. can't possibly pay that much .. washing machine, night table, OVD player, oven, There's 0 balcony, bathtub, dresser, coffee table, sofa, dishwasher, ‘There ore three bedrooms. refrigerator, shower, microwave, table House and home Tn?Pronunciation: word/phrase stress Bofore doing Exercise 3a, briefly remind students of the rule that, normally, two- syllable nouns are stressed on the first syllable. Have students predict in pairs where the stress falls on these words and phrases. Play the audio for Exercise 3b once. Have students check their answers in pairs and then check with the whole class. Play the eudio again and drill pronunciation. There are two general rules you can point out to students: abbreviations like DVD are almost always stressed on the final letter of the abbreviation; expressions with two nouns, like coffee table carry more stress on the frst word than on the second. Use the plan in exercise 2 fo have students practice there is / there are. Ask students to ‘work in pairs. Student A describes one of the rooms using there is / there are, Student B Points to the room being described. Monitor and check for correct word/phrose stress. Listening skills Give students time to read through the list in Exercise 4a before you play the audio. Make sure they understand that the numbers after the words bedroom and bathroom refer to the number of these rooms in each apartment. Check in open class that everyone has the correct answers. Check students have the correct answers to Exercise 4c and then ask them to listen again and make notes by the false answers so that they can correct them afterwards. Pronunciation: there's / there are ‘Ask students to listen carefully to the pronunciation of there’s and there are as you play the audio for Exercise 5 Drill the sentences in Exercise 5b in open class, both chorally and individually. Grammar: Is there? / Are there? Check everyone has the correct answers to the questions in Exercise 6a. As students do Exercise 6b, monitor their pronunciation and use of short answers. For further practice, ask students fo ask each other questions about the rooms in the pictures on the right of page 73, using Is there? and Are there? Speaking skills Make sure students understand what they are going to do in Exercise 7a before thoy start, Encourage them to look only at “their” pages and to find the differences by asking their partner questions, Do Exercise 7b with the whole class. If you have a lot of students in your class, ask them to compare their answers in small groups first. Writing skills In Exercise 8a, encourage students to use grammar from this lesson in their paragraphs. Help students as they chock each othor's work in Exercise 8b. ‘The audioscripts for Tracks 42, 43, and 44 are on page T 72 SS SS There are three bedrooms. There's a balcony, There's a double bed in each bedroom. There's « garage. There are two bathrooms, ‘There's a washing machine. There's @ DVD playerin the ving room. There's a dishwasher. te House and home3 Pronunciation: word/phrase 5 Pronunciation: there’s / stress there are a Work in pairs. Say the words/phrases. @ a Listen to some sentences from to each other and mark the main stress, washing machine night table DVD player Oven bathtub dresser coffoo table sofa dishwasher refrigerator ° . ° shower microwave table ® b Liston, check, and repeat. 4 Listening skills @ a Two friends are looking for an apartment to rent. Listen and check ((/) the rooms/extras in the apartment, tering vom SC duning voom bedroom | ‘edveom 2 bedroom 5 latchen bathroom | ‘bathroom 2 javage elms RI RR RS b Check your answers in pairs. ¢ Listen again and mark these statements True (T) or False (F). Correct the false statements by writing true sontonces. 1. There are three bedrooms. F ‘There are two bedrooms. 2 There's a double bed in each bedroom. F ‘There's one double bed and two single beds. 3. There are two bathrooms. ‘There's one bathroom. 4. There's a DVD player in the living room. T 5 There’s a balcony. There isn’t a balcony. © There's a garage. T 7. There's a washing machine. T 8 There's a dishwasher. F ‘There isn't a dishwasher © Sara is very happy about the apartment. T 10. Jess isn’t happy about the price. T Exercise 4c. Notice how we contract there is: There's a balcony. ‘We don’t contract there are, but are isn’t stressed: There are three bedrooms. @ b Listen and repeat the sentences. 6 Grammar: Is there ... ? / Are there ... ? a Match the questions with the answers. 1. Is there a bathroom? D Are there two bedrooms? A Is there a balcony? B Are there eight rooms? C eon No, there aren't. No, there isn’t. Yes, there are. Roos ‘Yes, there is. b_ Work in pairs. Cover page 72. “Test” each other, Ask and answer questions about the apartment in Exercise 2. Then look at Exercise 2 again to check. Speaking skills a Student A look at page 135. Student B look at page 137. Ask and answer questions about your partner’s apartment. Write the answers. Find six differences between the two apartments. b Tell your teacher about the differences you found. Writing skills a Write a paragraph beginning: Sf would prefer opartment 2B becanse .. Use your notes on the differences to help you, b_ Show your partner your paragraph. Help each other with mistakes. House and home ‘Unit 7abulary: houses pictures of different types of homes. Match them with the words in the box. cabin 1 villa apartment USEFUL LANGUAGE 2 Reading skills Use whose to ask about possession. a Match these entries from Exchange Your Whose home is this? Home magazine with We think number 1 belongs the descriptions of to the Crawfords / is the the owners, Grawfords’ because .. b_ Chock in pairs r I think it’s his/hers/theirs © Work in pairs. ‘Simple but beautiful cabin with mountain ~ because Which place do views and lake for fishing and swimming. ~ you prefer 3 bedrooms, 1 bathroom. Unlimited fresh and why? air. $2,500. ~ 2 1-bedroom apartment in modem building across from a. The Dyers: Mr. and Mrs. Dyer and three oe) rae Luxury kitchen and bathroom. TV, DVD children—two boys and a girl. Children love player, dishwasher, power shower, etc. Balcony. $6,000. the outdoor life and danghter, especially, ———— loves horseback riding. Ranch-style house with land, horses, ete. b_ The Grawford family: Mr. and Mrs. Crawford ss and one son, Craig (8). Like having friends for 5 bedrooms, 3 bathrooms, Large living room weekends and like being outdoors as much as with sundeck. Swimming pool. $5,000. possible. ee 4 2-bedroom villa with ocean view. Bathroom and shower room. Large kitchen/dining room with Brad Taylor (28). Likes living in the city, close eee ee to his work, but likes green spaces. Has lots of naa money and enjoys home comforts. Jayne Hudson (31). Single. Lives alone, but likes space. Enjoys boats and surfing. e Uni ind homeObjectives Topic: homes and houses Grammar Vocabulary Reading Listening possessive houses reading magazine listening to a pronouns advertisements conversation ‘Speaking talking about possession of objects ‘Ask students if they live in @ house or an apartment. Then tell them to look at the four pictures at the top of the page. Ask them which one is an apartment. Vocabulary: houses Check answers to Exercise 1 in open class. Reading skills Before starting Exercise 2b, draw students’ attention to the Usoful Languago box and the word whose. Give a few examples using items on hand in the classroom: Whose pen is this?, Whose book is this?. Encourage students to use this language as they do the activity. Allow students to disagree with the answers in tho book, as long as they give reasons for their opinions. When students have discussed Exercise 2c in pairs, get feedback on the answers and their opinions in open class. Be prepared to deal with any vocabulary quostions that might arise from this exercise (horseback riding, outdoor/outdoors, boats, home comforts, sundeck, etc.) House and home 7 aeGrammar: possessive pronouns You could help students with exercise 3a by making a short presentation first. Return to the questions used before they did exercise 2a, Whase pen is this? and elicit or teach i's yours, I's mine, and so on. Contrast This is my pen. with This pen is mine. Write a few ‘more examples on the board before students start the exercise. Chock the answors to Exercises 3b and Sc in open class and make sure all students have the correct answers. Make sure students understand that there are three different speakers in Exercise 3d leading to only one correct answer, Listening skills Set the scene by asking a few questions about the picture. Recycle some of the prepositions from Lesson 1 ofthis unit. Ask Where's Mr. Dyer? and elicit He's on the sofo. Continue with Where’s Mrs. Dyer? She's between the sofa and the armchair. and so on. Remind students about the Dyer family and make sure they realize that Kate and Joe are not in the picture before playing the audio for Exercise 4a once through. Encourage students to use the structure in the book to compare their answers in Exercise 4b. Then play the audio again, pausing after each answer if necessary. Speaking skills For Exercise 5a, make sure each student chooses a small item to put in the bag, Tell them they can choose something they use in the classroom like a pen or a ruler, or something personal like a watch or an item of jewelry. Before doing Exercise 5b, draw students’ attention to the Language Note. Focus both on the difference between singular and plural and on the use of this and that, and these and those. Show the difference by using objects in the room close to you for this and these and furthor away for that and those. For further practice, divide the class into groups of five or six students and ask them to do the same activity in groups. Don't forget fo return their possessions at the end of the lesson! Ss ‘Mom Look at this room! its a mess! Look at all these things on the floor! Dad Sorry! ‘Mom Whose CD is this on the floor? Is it yours, Paul? Paul Yes, i's mine. Sorry, Mom, ‘Mom Take it fo your room, Paul! And what about this Tshirt? Why is it Under the chair? Whose is it? Paul | think i's Joe's... oi it yours, Dad? Dad Of course it isn’t mine. Paul Well its Joe's then ... yeah, it's his. ‘Mom Could you put i in his room, please, Paul? Paul Mom! ‘Mom How about this cell phone? What's it doing on the sofa? Is this Kotio's? Im sure it's hers. Dad Actually, honey, I think i's yours. ‘Mom \s it really? Are you sure? Et om House and home3 Grammar: possessive pronouns a Complete the table. Which possessive pronoun is the Subject Object 1 mo you you he him she her we ous you you they them same as the adjective? Possessive Possessive adjective pronoun my mine your ours his his her hers your yours their theirs b Circle the correct answer. is your book? No, it’s my / e sneakers are her / 2 2 Who ({tiosSacket sts? 4 I think that’ 58 Don't eat th They're our 6 Look! That’ © Rewrite these si pos 's he’s ose sandwiches! (Gus) ent ces, using a jive pronoun, 1 This is my dictionary. This dichonaary iS mine: 2 This is his b This bike is 3. That is her pike, his. That car is hers. y! Those Hey! Those 5 These are th are our drinks! drinks are ours! weir books. ‘These books are theirs. 6 Is this your pen? Is this pen yours? d_ Complete with yours mine A Whose pen B It’s_mine . C Its yours? the words in the box. whose is th 4 Listening skills ‘The Dyer family (soe Exercise 2)—Mom (Laura), Dad (Mark), Kate (17), Joo (13), and Paul (10)—live together in a large house. Mom, Dad, and Paul are in the living room, @ a Liston and complete the table Item Whose? cD Pau T-shirt Joe cell phone Laura Db Chock with a partner, Ask and answer questions with whose. Then listen again to check. A Whose CD is it? B its 5 Speaking skills a Your teacher will como around with a bag, Put something that belongs to you in it. Don’t let the other students see what itis, b Answer your cher's questio A. Whose pen is thi B [think its Rey's. / It’s mine. / It’s his. (Point to your classmate.) House andhome Where? on the floor under the chair on the sofa LANGUAGE NOTE Whose + singular noun + is + this/that? Whose + plural noun + are + these/those? Whose jacket is this? Its my jacket. /It’s mine. Whose jeans are those? They're her/his jeans. / They're hers/his. Unit7,1 Warm up a Read these two ads for roommates. Is Susan a good housemate for Todd? Why?/Why not? b Work in small groups. ‘Talk about this question What qualities make a good/bad roommate? Include some examples of character (og, considerate), skills/abilitios (e.g. can cook), and behavior (e.g. sleeps a lot) - 2 Task 4 Feedback ss a Work in pairs. Look at these qualitios. Read your paragraphs to the rest of the and discuss which ones you think are class, As you listen, note the qualities important, each pair finds important. Which are the — Tati cecal cs most important qualities, according to the whole class? 1 likes housework, ee ; 2 can cook 3 isa good listener. 4 isn’t noisy. 5 has lots of friends. 6 is clean and neat. 7 has a great CD collection. 8 is practical—can do small house repairs. b_ Add two or three more ideas of your own, 3 Prepare Write a paragraph summarizing your discussion. Write one or two sentences on skills/abilities, character, and behavior. We think the deat roommate can. cook because we cant cook, bub ne love te eat! The perfect veommate is clean amd. consrdovabe, gd shelhe, isn't noisy. Sheldte practical and.1@)e)(Xe\V-cM Topic: character and behavior Grammar Vocabulary Reading Writing Listening ‘Speaking recycle can/can, —qualiiesand reading writing a listening toa discussing qualities simple present characteristics adverlisements summary of discussion and characteristics, a discussion expressing opinions é ecru Pwo In Exercise 1a, ask studonts to read the two ads for roommates and to write down ‘what each person likes doing, Do Exercise 1b with students working in groups of four or five. Monitor, and encourage students to give reasons for their opinions. Get feedback in open class. Divide the class into groups of four and ask them to make two lists ~ one a list ofthe qualities of « good roommate and the other a lst of the qualilies of a bad roommate. Get feedback in open class, asking each group to contribute in tum. 2 Task For Exercise 2a, have students work with a partner who was in a different group in exercise 1. [As students do Exercise 2b, walk around the class helping with vocabulary. ‘The task in exercise 2 can also be handled as a ranking exercise. Ask students to rank the ‘qualities in order of preference from 1 o 8, with 1 being the most important and 8 being the least, Then ask them to compare their lists in small groups of four or five students. 3 Prepare Exercise 3 can be done with each student writing individually, or the pairs from exercise 2 can produce a collaborative piece of writing. Have students read the model and encourage them to base their writing on it. Monitor their writing closely for accuracy. Make sure they use can and can’t in thoir pioce of writing as well as adjectives describing character and behavior. Refer thom back to the previous lessons in this unit if necessary. 4 Feedback ie Have one student from each pair read their paragraph to the class. Encourage the other students to listen carefully, to take notes, and to ask for clarification if necessary. Finally, discuss with the class any pattorns that omergo. If you have a large class, divide students into groups of five or six. Have them read their paragraphs to the rest of their group while you monitor. ‘An alternative isto do this exercise as a mingling activity, with students walking oround the lass discussing their sentences with a series of other students, Finish with feedback in ‘open class. Write the three most important qualities according to the class on the board: ‘and ask them fo say which of the three is the most important of all. House and home in Ee® AS 5 compare a Start Exercise 5a by making sure students look back at the list of words in exercise 2, Then tell them they are going to hear some of these qualities in a conversation and have them check off the list as you play the audio. After students have compared their answers in Exercise 5b, you may want to play tho audio again, T D6 Notice Help students to notice the patterns in Exercise 6a. Explain that in this context, think and guess are almost synonymous. @ In Exercise 6b, have students repeat chorally and individually several times, until they can easily say each phrase with the correct stress and intonation. ® <7 Followup Although students are working in pairs for Exercise 7a, make sure they each write down the questions. Draw their attontion to the Useful Language box and - encourage them to use a mixture of all three question types. Iftime permits, extend exercise 7 by asking students fo write the questionnaire on a sheet of paper with si or seven blank columns so that they can interview more prospective roommates. a Set a time limit for Exercise 7b to give sufficient time for students to do Exercise 7c properly. If you think it's appropriate, round off the lesson by asking students to tell the rost of the class who they chose and why. ‘ASo, what do you think is important in a roommate? Well, imagine we placed an ad, and |we'te going to interview some people. What do we look for? B Well | think what's important s that they are nice people, that we lke them - ‘AWo'te frionds? B Yeah, | think so... what do you think? ‘A agree with you, but | guess behavior is important, 100, and some of these things here B Like whar? ‘AWell, personally | don't ike noisy people ... people who make a lol of noise, especially X at night, B Yeah, is important to be considerate, of course. Clean and neat is good, too. Someone who actually kes housework... that's a real advantage. ‘AOh, yes, someone who likes housework ~ definitely. BB What about being sociable, having lots of friends? ‘A. don't think that’s clways a good thing. Just think ... people coming over all the time, late- . night parties ... you know... that sounds really bad. B Yeah, you're probably ight. Is there anything else? ‘A.What about being a good listener? | really lke people who listen, B Oh, yeah. | otally agree with you. Thats really important. Someone who can sit down and really listen to your problems. You don't want someone who talks too much, either ~ you know, all day long, biah, bioh, blah, That's so irtating + ‘A And of course, if they can cook, thats grea, too! —_———— What do you think is important? | guess behavior is important, too, Wel, personally, | don't like noisy people. | don think thats always a good thing, <2 I really ike people who listen. If they can cook, thats great, too! oa House and home5 Compare —@ 4 Listen to two young Canadians talking about the same topic. Look back at the list of qualities for a roommate. Check (/) the ones they think are important. b_ Check in pairs, 6 Notice — a Look at these lines from the audioscript. Underline the ways of asking a for and giving opinions. What do vou think is important? guess behavior is important, too. . Well, personally, I don’t like noisy people. 1 don't think that's always a good thing. iS Ireally like people who listen ‘Tithey can cook, that’s great, too! Complete this sentence: > ‘To give an opinion, we often use verbs cy (ie think oF guess ©) b Listen and repeat the phrases. When you read or listen in English, look out for phrases like this. 7 Follow up You are going to interview each other to find a roommate. a Work in pairs. Write five or six questions in the table below to ask other students. Use the Useful Language box to help you. Try to write two questions for each es type of question. Cam. you cook Chenese feud? Do you bike horesework? oe Ave you quick? S si s2 83 Can you cook ...? ___b- Walk around the class and ask three differont students your questions. Note their answers. © Find your original partner. Look at the answers to your questions. . Choose a roommate together. House and home:1 There is / There are Use * Use there is / there are to talk about things in a place. Form Statement Question singular There'sa Is therea chair. plant? plural There are two sofas. pictures? ‘a Complete the sentences. 1 _Are there any books in here? No, there aren’ 2 There _is _ a retigerator in the kitchen. 8 Are there mountains in your country? Yes, there _are 4 There _are_six students here. 5 There _is_a school near my house. b Write five sentences about this book. There ave lds of packures. There's a pichure on Ue front cover. 2 Whose / Possessive pronouns Use = Use whose and possessive pronouns to ask and tall about who things belong to. Form Whose cD pen fs this? book sandwiches are these? Itis / They are mine. yours. his / hers. ours. theirs. Correct the mistakes. ‘Whose 4 Who‘ cell phone is this? ‘yours 2 Isityour? 3 No, it isn't rye I's John's, 4 Is that he book? 5 I think it's their's. ‘Short answer Yes, there is. / No, there isn’t. ‘Are there (any) Yes, there are. / No, there aren't, a Write the words in the correct column. kitchen glass dishwasher sofa night table Appliances dishwasher washing, machine refrigerator bathroom closet single bed > double bed night table b Add two more words to each column, 2 Prepositions of place Use 1 Rooms/furniture/appliances/objects living room chair poster washing machine table closet refrigerator CD TV ‘single bed bathroom picture rug double bed cell phone plate Objects poster y ea e v picture _ ee ‘ cell phone > ‘+ Use prepostions of place to talk about where things are. Prepositions: in, an, under, next to, between, behind 2 Jay Examples: in the glass (00 the floor under the bed next to the TV QR 3 Houses in ahouse acabin avila an apartment on aranch ‘Answer these questions. 4 What kind of house do you live in? 2 What rooms are there? 3. What do you have in your bedroom? / =.Using English resources 1 The English around you ‘a Think about all the places you can see and hear English outside the classroom, Try to add two or three more ideas. English resources Access Use Skills 1 2 3 4 5 6 7 8 9 10 wv radio movies in English the Internet newspapers in English ‘ODs—songs in English a dictionary English-speaking tourists ‘events, 6.9, concerts in English b Check (7) the resources you have access to. © Check (() the resources you use. Is there a difference? 4d Think about which language skills you can practice with each of the resources above. Write L for listening, for reading, or V for vocabulary in the Skills ccolumn for each one, Example: 7V; £, ¥ 2 Using English resources better \rite five sentences about how you can improve your English Use the Useful Language box to help you ine Usering by Scam emprove ey likening by lise American. radio. © a Tcan improve/practice/develop my ___ by verb + -ing ’ USEFUL LANGUAGE ng to House and home Unit7 rE1 Vocabulary: transportation Label the pictures with the correct word from the box. aigplano bus (x2) train car yotorcycle Yeycle minibus taxi ferry stbwa 2 Pronunciation: word stress a Work in pairs. Say the words from Exercise 1 to each other. Mark the stress on the words with more than one syllable. airplane @® b tisten to chock 6__ bicycle 3 Speaking skills a Work in groups of threo or four. ike turns asking each other questions about transportation, Note down the answers, How do go you come to (usually) get school (every work day)? g0 come by get there/here 1 take the .. walk. drive. ride my bike. LANGUAGE NOTE b Answer your teachor’s questions ‘We use by with methods about the other people in your group. of transportation ... by bus, by train +» but sometimes we use a verb: Iwalkldrivefride my bike. Ltake the subway. Units Travel(0)o)(Ja[v=Me Topic: transportation w) Vocabulary Pronunciation Listening Speaking present progressive transportation word stress listening to talking about how and simple present announcements people travel Preview the vocabulary exercise: dictate the words in the box one by one to students, numbering them 1 fo 10. Then ask students fo compare their spelling of the words with the - correct versions in the box in exercise 1. Ask them which words were the most difficult to spell. Then ask them fo do the labeling exercise. 1 Vocabulary: transportation i YY e Have students do Exercise 1 individually, but do not check answers yet. 2 Pronunciation: word stress fh < - In Exercise 2a, start by asking students to compare their answers to exercise 1. Then remind them of the rule from Unit 7 Lesson 1 about word stress in nouns with two syllables. = Play the audio for Exercise 2b and drill the pronunciation of any words students @ find difficult for further practice of these words, get students to play a simple game in pairs. Ask each student to choose three of the eleven pictures and write the words in their notebook - without showing their partner. They then ask each other questions to guess the words: Do ‘you have a motorcycle? The firs! person to guess their partner's three words is the winner. 3. Speaking skills ws as a Before starting Exercise 3a, draw students’ attention to the Language Note at the bottom of the page. Check that they understand walk and drive do not go with bike as this might be confusing. As students are working, walk around the class, — offering help and checking that students are taking notes. You may choose to explain the conceptual difference between come and go before - students start exercise 3, Point out that go goes together with there and refers to a place ‘ther than the place of speaking, while come goes with here and refers fo the place of in school, you say / come fo school. if necessary, refer to equivalents in pee HHyo is students’ mother tongue. To bogin Exercise 3b, ask studonts questions about othors in their groups: How does ... usually ...? Check that their answers use the correct pronouns and third person forms of the simple present. Continue with students asking the questions. a a—_________—__ airplane, motorcycle, ~ bicycle, minibus, tox, ferry, subway Travel Unita r80)@ e 4 Listening skills 2 Allow students time to read the instructions before you play the audio for Exercise 4a and check that they understand all the words in the box (especially passenger). You may need to play the audio more than once for everyone to complete the chart. Before students do Exercise 4b, ensure they understand the following words: cruising, island, and overheat. Make sure all students have the correct answers bofore moving on. You may need to play the audio more than once and pause after each of the sentences to achieve this, 5 Grammar: present progressive and simple present Have students do Exercise 5a individually. Then consolidate the rule by focusing ‘on the main differences between the two tenses. Point out the difference between things that happen every day, usually, regularly, and so on, and things that are happening now. Make sure in open class that all students have the correct answers to Exercise 5b and listen to some of their examples. Correct any errors. Before students start Exercise 5c, draw their attention to the verbal clues that will indicate whether something is happening right now or whether it happens covery day. Play the audio for Exercise 5d so that students can check their answers. Play the audio for Exercise 5e and ask students to repeat chorally and individually, making sure they pronounce the contractions according to the model on the audio. If they are having problems with they're or we're, focus on these afterwards by providing a model yourself and asking them to repeat it. {i students need more practice, use exercise Sf as 0 point of departure. Ask students a to reverse the words usually and today so that today's at the top of the frst column, ‘Ask them to use some of the other methods of transportation from this unit o create ‘more examples, a eee 1 This is your driver speaking, | am sorry to have to tell you that we are having some problems. There is another train in front of us, and we are waiting for a green light. ‘apologize for any inconvenience. 2 This is your plot speaking. We are cruising at an attitude of 10,000 meters. We are fiying over Lisbon. You can see the lights ofthe city on your lef. 3 Hi. Im on the ferry We'te passing the istand right now. We're 25 minutes late, so fl be there about one tity. Sorry, leant hear you - another feryis going past. ll call you ‘again in a minut. 4 This is your driver. 'm having problems with the engine. fm afta ifs overheating. You need to get off at the next stop and wait for another bus. oO 2 1 They're traveling by tran today. ‘They're traveling by train today. 2 Werte fling to Madrid right now. We're fying to Mactid right now. 3 I wait forthe bus here every morning, She's driving tothe office. 4 I's 730 arm. She's diving o the office. He's running for the fery. 5 She usually walks home after work. 6 Look ot him! He's running forthe ferry. Travel4 Listening skills (@ a Listen to these four people speaking. Complete the table with the words from the box. pilot passenger bus driver bus train driver train ferry plane Who? Where? (method of transportation) — 1 traindriver train 2 pilot lane 3 passenger ferry 4 busdriver bus. So GB b Listen again. Circle the correct form. GY 1 Wo have Gre havinpvome problems. 2 We wait Kare waiting for a green light. 3 Wo cruise Ge cuinbat an altitude of 10,000 meters. 4 We fly /@eflyinpover Lisbon, 5 We pass (are passinpthe island right now. 6 Another ferry(isy are going past. 7 Lare (@aphaving problems with the engine. 8 It’s overheat / Gverheating> 5 Grammar: present progressive and simple present a Look back at the examples in Exercise 4b and the table above. Circle the correct phrase. 1 In Exercise 4 they are talki 5 abous/what Is happening. now/ what happens every day. 2 To talk about what happens generally or every day, use the present Gp prosenDY present progressive. b Complete the rule and examples. For an affirmative sentence in the present progressive, use: subject + be + verb + ing Examples: on ‘Work in pairs. Choose the correct phrase. 1 Gere tovelngy They travel by train toda 2 We fly to Madrid right how. 3. I'm waiting Jor the bus here every moming. 4 is ran am Glo dD Sho drives to hoaice SI 6 Look at im Glee running He runs for the FoR. Listen to check. Liston and focus on the way the contractions sound. Ropeat the sentences. Work in pairs. Talk about the pictures. Use this structure to help you. He/She/They usually to work (by _), but today he’s/she’s/ they're _ (by J. usually He usually rides his bike to work, but today he's going by taxi. Travel ‘Unit 8 TeelVacations 1 Speaking skills ‘Work in pairs. Ask and answer these questions. Where do you usually go? How do you get there? Who do you usually go with? What kind of things do you do on vacation? ae ew 2 Grammar: present progressive USEFUL LANGUAGE a Complete the examples. There's a ... To form questions in the present progressive, invert the subject and The man is .. the verb: The children ave She is swimming. > Is_she_ swimming? Yes, she is. / No, she isn't There are some Is the woman .. Yes, she is. / No, she isn't. What are the children doing? What are they. doing? They are running. -Are_ they. running? Yes, they are. / No, they aren't. What are you doing? Tm Ea Unit: Travel 1 What type of vacation do you like? Work in pairs. Ask and answer questions about the people in the pictures on this page. ‘A Where are they? B They're on the beach. A What are they doing? B They're surfing. Student A look at page 135. Student B look at page 137. ‘Tell your partner about your picture. ‘Your partner can ask you questions, As you liston, take notes or draw the picture. Compare the two versions at the end.Writing present progressive reading postcards vwtting @ postcard talking about vacations Introduce the topic by asking students to brainstorm different types of vacation and the different places they usually go on vacation. Give them two or three minutes to do this _ individual. Then elt some examples from the class and write them on the board. 1 Speaking skills When students have finished doing Exercise 1 in pairs, get feedback in open class. Ask each student to roport back on what their partner has said: Maria usually goes on holiday with her parents, Correct errors, and focus particularly on any incorrect use of the presont progressive or the simple present tenses. a 2 Grammar: present progressive _The formation of the interrogative form of the present progressive is pretty simple but eamers often make errors in word order. ‘Shets swimming? X Is she swimming? f Havo students do Exercise 2a individually and make sure everyone has the correct answers before moving on. If necessary, focus on one of the pictures in open class and ask questions about it: Is he running? Are they swimming? Elicit short answors in the affirmative and the negative from the class. For further practice ask questions about some of the students in the class: Is Julian dancing? Is he writing? Encourage students to use the expressions from the Useful Language box as they do Exercise 2b. As they work, walk around the class and help with vocabulary. Write useful words up on the board: mountain, lake, rainforest, boat, take a picture, fishing, trees, etc. If you ask students to draw a picture in Exercise 2c, make sure that they are facing away from each other so that they cannot see their partner’s book or the picture being drawn. This makes the exercise more challenging and ensures language is used to close the information gap.tm ; Vocabulary tm: Presentation alternative Reading skills Have students do Exercise a individually and then ask them to compare their answers in pairs. Ask one or two students to read out words from the postcards that helped them choose. Draw attention to the Language Note and in particular to the idea of things happening around the present moment before you ask students to do Exercise 3b. Make sure students understand the concept by giving them some examples about yourself: I'm reading a very good book right now. Although some of this vocabulary is not central to the reading task or the related ‘grammar focus, the students might ask you what some of the words in the postcards mean. They may not understand tan, gaining, tons of weight, fishing, catch, and taking care of so be prepared to explain these if necessary. Collocations are useful here: gain + weight (also lose + weight), get + a fan, catch + a fish Chock the answers to Exe correct answers, 3c in open class. Make sure all students have the In Exercise 3d students should find six positive adjectives in the two postcards (wonderful, fantastic, fabulous, great (twice), nice, and beautiful). Ask students to note down some of the whole phrases in their notebooks, .g. Having a great time, and draw their attention again to the point in the Language Note about informal postcards or e-mails. Writing skills In Exercise 4a, encourage students to concentrate on finding ideas for writing. Make sure they just make a list of ideas, and do not start writing sentences yet As students write individually in Exercise 4b, walk around the class helping students with vocabulary or questions about grammar. When students have finished writing, make sure everyone “sends” their postcard and receives one to read. lt may be fun, Ifitis practical, to bring in blank postcards with a range of pictures and distribute them to students for exercise 4. Alternatively, you could use postcard-sized pieces of heavy paper and ask students to draw or cut and paste a picture from a ‘magazine or brochure on one side, and have them write on the other side. A simple, but effective way to check your students’ written accuracy is to get ther to write to you. Either as a follow-up to exercises 4a to 4c, of as an alternative, ask students 10 write @ postcard about their vacation and to send it fo you. This could be in class, if ime permits, or done as a homework task. it wll mean extra work for you (correcting their writing) but it will be worth itDear Caro, daving @ wonderful time } hore in Jamaica. I'm staying in a fantastic hotel, right on the beach. ‘All our meals and drinks included, 50 I'm ai tons of weight! At the moment, I'm bee) oy the ~ jetting a fabulous me fone pee having a | MAM deer Gack ant Suter MS. CAROLINE SIMPSON i 5] | 396 ACACIA STREET _ NLANINGTON, DE 19807 tion, too. Were having a great time wn the FS e mountains. We ave tapng in a yealey eeky nice cabin near @ take~Es kind oF «case, bub very beaculejul anc, relaxing.) Wie oud Wies Teasers “frm sibing nea char, Coking cub a) ass: gen, does Ye lake. Marie is cooking dinner and. Ne 3 Reading skills 7 Saccamenia Ld 7 a_ Read the postcards abave. the. kids ave fishing-maybe theyll Match each postcard with catch something far us ta eat! Hope one of tho pictures on page 82. so ave bakong cae othe fone! \ bb Findall the examples of the See you sam, prosent progressive tense in : tho postcards and write thom sats o love, LS in the correct column. Geo, Mavie, ancl kids is aa LANGUAGE NOTE Notice how we use the presont progressive to talk Ww about: things which are : happening at this moment Ks Tim lying by the pool. ‘things which are © Correct these statements, Write true statements. Beprlentey apend ts 4. Bocky is staying in a villa. We ure stipinbtia teal a : wre staying in a really Becky isnt taying in a ralla. She's deageng in a habe. nice cabin. - 2. Becky is having a bad time. otis thar wacebenatinaees Bocky isn't having a bad timo. Sho's having a wonderful time. ‘omit the subject and the verb = 3. Becky is swimming in the ocean. Pe vepenety in very Becky isn't swimming in the ocean. She's lying by the pool. poeaisor eile 4 Joe and Marie are staying near the beach ‘Hein o:wontiapl i ~ Joe and Marie aren't staying near the beach. They’re staying near a lake, J'm having a wonderful time. 5 Joe is lying by the pool. pete a ieiata iat wv Joe isn't lying by the pool. He's sitting in a chair. verbs in one sentence: 6 Joe's kids are cooking dinner. T'm lying by the pool, getting Joe's kids aren't cooking dinner. They're fishing. a fabulous tan. Ye ‘Pm sitting in a chair, looking — 4. Read the postcards again and find all the positive adjectives, eee e.g. fantastic, Notice the whole phrase they are in. Underline the phrases, eg. a = wonderful time. We do not usually omit the subject or the verb be when 4 Writing skills SS a Choose one of the picturos in this lesson—or choose another place = if you prefer. Imagine you are on vacation there. Make a few notes about what you are doing, Use the postcards to help you. b_ Write a postcard about your vacation. “Send” it to the student on your right. ¢ Read your partner's posteard,LANGUAGE NOTE Look at thes the song, e lines from left my home in Georgia, Headed for the ‘Frisco Bay. Thave nothing to live for, Looks like nothing's going to come my way. and headed are examples of the simple past tense. You will see ‘more on this tense later in the book Units. 1 e % Listening skills a You are going to hear a song called Dock of the Bay. Look at the main picture. Girele the correct answers 1. The man is in a bus station / €€ar the oceamy 2. He is @atching shIp>/ waiting for a Bus. 3. He is feeling Gady happy. b Listen to the song and check your answers to Exercise 1. ¢ Work in pairs. Talk about these questions. 1 Do you know anything about this singer or song? 2 Have you heard this song before? 3 What type of music/song is it? d_ Match the verbs from the song with the corresponding noun/noun phrases, 1 sitting a. the ships roll in 2 watching b_ my bones 3 resting © the tide roll away 4 watching d time 3 wasting ein the morning sun e Listen to the song again and check your answers. welObjectives Writing completing a paragraph about a song Topic: leaving home Ustening listening to a song ‘Speaking responding to a song Draw students’ attention to the picture ond ask What is the man doing? Where is he? and so on. Find out if they recognize the city (San Francisco) and ask them if they know who the — man in the smaller picture is (Otis Redding, US. singer, 1941-1967). t 1 Listening skills After students have done Exercise 1a, check that they understand the moaning of the words dock and bay in the title of the song. Ask students to compare their answers, but don’t correct at this stago. Play tho audio for Exercise 1b through once without stopping and havo students: check their answers to exercise 1a in pairs, In Exercise 1¢, encourage students to also say whether they like the song. Next, = = draw studonts’ attention to the Language Note. If necessary, help students 2 understand what these lines mean. Point out the examples of the past tense headed (regular) and left (irregular), and make sure they understand the meaning of these verbs. There is also an example of the future: ... nothing's going to come my way so make sure this is clear, too. For Exercise 1d, you may need to help students with the meaning of some of the words: roll in, roll away, tide, wasting time. fis Redding was one of the US.A's most famous soul singers. He was born and raised in the southem state of Georgia. His musical career started with the church choir and high school band, By the late 1960s, he had achieved massive popularity with both black and white audiences. He wrote Dock of the Bay in 1967, while he was performing in San Francisco, and recorded it in December of that same year. Just days after recording the ssong, Otis Redding died in an airplane crash a Siting in the morning sun, Flbe siting when the evening comes, Watching the ships rollin, ‘And Il watch them roll away again. Yeah, Im siting on the dock ofthe bay, Watching the tide roll away, Fm just siting on the dock ofthe bay, Wasting time. {eft my home in Georgia, Headed for the Frisco bay. | have nothing to ive for Looks lke nothings gonna come my way. So Im ust siting on the dock ofthe boy Watching the tide roll ay. tim siting on the dock ofthe bay Wasting time. Looks like nothing's going to change Everything sfill remains the same. | can't do what fen people tell me to do, S01 guess Il emain the same. Siting here resting my bones, {And this loneliness wont leave me alone. ‘wo thousand miles roam Just fo make this dock my hore, ‘Now, tm just siting on the dock ofthe bay Wotching the tide roll away. Siting on the dock ofthe bay. Wosting time. Travelft a ‘Additional activity yw a ‘Setting up groupwork ) 2 Writing skills Start by writing cruise, swim, and lie on the board. Then write Jam ... below them and ask students to spell the —ing forms of each word. Some of them may remembor swimming and lying from previous lessons. Point out the different spellings and then have students do Exercise 2a. Check answers in open class. Check the answers to Exercise 2b in open class and make sure everyone has the correct answers. ‘Although the pronunciation of the English alphabet has been covered in an earlier unit, i is important fo review this potentially difficult area. Take advantage of opportunities to have students spell words aloud in English. Getting feedback on an exercise is a good ‘example. Ask students to spell their answers fo exercise 2b, and write exacily what they ‘soy on the board. For example, if they say sitiing is s-e-t--e-n-g, write setfeng on the board. They will quickly realize that their pronunciation of the letters is incorrect. Encourage students fo correct each other's pronunciation. Ask students to compare their answers to Exercise 2d with a partner or in small groups. Then listen to some of their sentences in open class and correct any errors. Draw attention to the Glossary, and make sure students uriderstand all the words, in the box in Exercise 2e before they do the exercise, particularly called and Jonely. Give them plenty of time to do this exercise, as it may not prove as easy as it looks. Get feedback in open class and make sure everyone has the correct 3 Speaking skills Set up groups of four to six students for Exercise 3a. As studonts discuss the questions, walk around the class, monitoring what students say, but not correcting any mistakes. If there are common, repeated errors, make a note of them and give feedback after students have finished exercise 3b. When you divide students into groups, try to do it in such a way that all the students in a group fee! comfortable and willing to participate. This may, for example, mean putting students of a similar level together or you may choose fo put students wit similar interests info the same group. The more you know about your students’ background, interests, and skis, he more successful you will become at setfing up discussions in groups. As students report back to the whole class in Exercise 3b, make a list of the reasons and the problems on the board. You may need to help with vocabulary here, e.g. unemployment. Travel2 Writing skills a Look at these verbs. cruise -> cruising swim — swimming lie + lying What do you notice about the spelling of the -ing form? Complete the rules. 1 A.verb ending ine _ drops the _e_ in th Example: __ cruising 2 Avverb ending in_ie changes the _ie_to_y__in the ~ing form. Example: lying 3 A one-syllable verb ending in a vowel + consonant has a double _consonant_ in the -ing form. Example: swimming 1b Write the ~ing form of these verbs, ing form. ahave 2 pass 3 sit 4 drive 5 die having passing sitting driving dying 6 take 7 waste 8run 9 go 10 stay taking wasting running —_ going staying © Write the number of the spelling rule in Exorcise 2a which corresponds to each example in Exercise 2b. If there is no rule, write nothing. thave: vile! Ssit:rule3 Sdie:rule2 7 waste: rule 1 9 go: 20S: - drive: rule 1 Gtake:rule1 Srun:rule3 10 stay: d_ Write five sentences about what the man in the song is doing. Use the phrases in Exercise 1d and your own ideas. He is thinking aback home. Complete this paragraph about the song. Use the words in the box. called life singer home ting GLOSSARY alone the only person there lonely focling unhappy because you are alone Ns This song is 1 called Dock of the Bay. Tho original 2_singer is Otis ¥ 4 Redding. In the song, he is 3 singing about a young 4 man_ who is 5 silting alone, watching the 6 ships in San Francisco 7 Bay. He is 8 wasting time. He 9 _is feeling sad and 10 lonely since he left his 11 home in Georgia, to look for a better 12 life in San Francisco. 3 Speaking skills a Workin groups. Talk about these questions. 1 Why do people leave home to find work? 2 What problems do they have? 3. Do you know anyone in this situation? b Toll tho rost of the class what your group said. Did you have similar ideas to other groups, or vory difforont onos? Travel ‘Units.USEFUL LANGUAGE Our RV is/has There is/are __ because ... Units Warm up S Work in pairs. Talk about these questions. 1 What can you see in the picture? 2 Do you know anyone who has a recreational vehicle (RV)? 3 What are some of the advantages/disadvantages of RVs? Task Work in pairs. Talk about your ideal RV and draw a diagram or make notes. = Use these ideas to help you. Number of beds? Furniture? Shower? Lunaries Anything else? Prepare Write e short description of your RV. - Feedback ‘Work with another pair. Take turns reading your report to the other pair. Choose the RV you all prefer.( Cr Cri el Cr ‘eS U (0)e)(Xe\V=cM Topic: recreational vehicles Grammar Vocabulary Writing Listening Speaking 7 recycle there is/ characteristics writing a description listening to a agreeing and : there are of RVS of a vehide conversation disagreeing ‘Ask how many students own a car. Ask them what types of cars they know. Elicit or teach ‘sports car, hatchback 4-whee! drive, SUV sport utity vehicle}, and RV (recreational vehicle). 1 Warm up ci ma Got foedback on Exercise 1 in open class. Make a list of the advantages and disadvantages of RVs on the board by eliciting examples from the class. You may need to help with vocabulary: They use a lot of gas. They're very expensive. 2 Task tt im ¥ Before asking students to do Exercise 2, briefly olicit a list of items of furniture and other household items and write it on the board. Students should remember many of these from Unit 7. As students are working, walk around the class and help with vocabulary. 3 Prepare if @&S Allow students plenty of time to write their descriptions for Exercise 3. Draw students’ attention to the Useful Language box and suggest they use these phrases Z in their descriptions. Monitor the activity by going around the classroom and checking accuracy as students write, 4 Feedback a fA Have students form groups of four for Exercise 4 by putting pairs together. After the group work, get feedback from the whole class. Make a list on the board of the - essential items in an ideal RV, using ideas provided by students.W A 5 compare ~ & Before you ask students to listen to the audio, make sure they understand all the words in the list in Exercise 5a. You may need to teach sink, hot iub, bunk beds, 4 and microwave. It may be necessary to play the eudio again after students have compared answers in Exercise 5b. Make sure all students have the correct answers. f fT BD 6 Notice WU Make sure students remember tho difference between agree and disagree. Then nominate students to read the phrases in Exercise 6a aloud. Ask if they remember hoaring thom in the conversation. WU Have students do Exercise 6b individually, and then check in pairs. ae oe Play the audio for Exercise 6c once through, then check answers in open class. ‘s a Use the audio for Exercise 6d as a model, and have students repeat, in both open and closed pairs, until they can say the sentences with accurate stross and - intonation. eS a For Exercise 6e, make sure students know they can use any of the responses in exercise 6a to respond to the statements on the audio. Bither nominate a student to respond each time, or conduct as. a mumble drill, with all students responding simultancously however they want. T 7 Follow up i Ask for feedback on Exercise 7a in open class. Ask some pairs to repeat their mini- conversations. Correct any errors, VY In Exercise 7b, set a target of making three statomonts gach. When students have finished discussing their statements, listen to some of them in open class. @ @ 3 ‘A Hoy, look! Here's a competition .. win an RV. ‘Agree: Right! Okay. Yeah, (a B Win on RV! Sounds good to me. What do we you'e right. have to do? Agree but not completely: Yeah, ‘A Design your ideal RV; thot easy but not too big. Wel, showers wy a ‘are great, but B Okay, wel let's imagine ee. ‘A Right... think it needs o be big Dinoaree: Nb weit aor cse. B Yeah, but not foo big. ‘A Yeah, you're righ. So, how many beds? B Personally, | think just one double bed, right? soa eG ‘A.No way! We need two bunk beds for fiends, {A Lthink it needs to be big. ered 0 sofa bed, B Yeah, but not too big B Okay... two bunk beds — that's four people. = Pius, plus a double sofa bed makes six Six ‘A Personally, think just one people ... yeah, good idea. And how about a double bed, right? shower? B No way! Y AWS) shohers est by A.Well, «toilet and a sink, | guess. B fs geting alte big now, right? ire ‘A Right, But they are asking for our ideal RV! = B Allright. Lets have.a shower, and a hot tub, too! AYes, definitely 8 Wat ls? 5. ‘A Wall, a toile ond a sink, | guess Personally | think cars are really B You'te right, think we need a tole, a sink, a dangerous. - refrigerator, and an oven. A bicycle is the best way to travel ‘A dont agree. We dont want o cook much, so Flying is good for you ‘we dont need an oven. But « microwave ... how | think subways are really clean, ke GAG NCIOANET: | guess bus drivers eam a lot of 8 Okay, no oven, Buta microwave, for sure. Okay, | money. think thats perfect!— @® a Listen to two people talking about their ideal RV. Check (/) the things they decide to L 5 Compare have in their RV. sofa bed sink of b Check in pairs. toilet wf refrigerator 6 Notice a Notice these ways of agreeing and disagreeing from the conversation. Okay. Right. No way! Yeah, but not too big. Well, showers are great, but... b. Write the expressions in the correct column. Qe e da Be Listen to check. Listen to the exchanges. Repeat in pairs. Listen and respond to the opinions in the pauses. 7 Follow up Student A: Read one of the statements aloud. Start with Personally, ... think...» Tguess ... Student B: Agroe or disagree. ‘+ English is really difficult. * Dogs are horrible, + American fast food is wonderful. + RVs ere great. ‘+ Beach vacations aro fantastic. + Taxis are too expensive. ‘+ Hot tubs are dangerous. b Continue with some statements of your own, two single beds Q bunk beds wf oven microwave of chairs Q shower & hot tub of Idon't agree. Yeah, you're right. Agree Agree, but not ‘completely Personally I think English is really difficult. B_ Yes, Iagree. Especially pronunciation. Ithink dogs aro great. B Tguess they're okay, but they're dirty. I don’t agree.1 Present progressive 1 Transportation : Use ‘Complete the word web with as many words as you * Use the present progressive to tak about things which can think of. SY are happening now or around now. rainforest Form Statements = vam You are ‘swimming. He/She is *Yes-no” questions ‘Are you > Yes tam. / Yes, we are Ishe/shert — S@#M™ING? No, he/she/it isn't. Information questions are you ap hm/We're swimming. What “ishevshert [9? Hershent is swimming. Write five to eight sentences about what the people in the picture are doing. Use a dictionary to help you. 2 Present progressive vs simple present 2 Word combinations Use Use these words to form five phrases. * Use the simple present to talk about things which wonderful a a time fantastic a a beautiful happen generally. Use the present progressive to talk tan vacation cabin hotel a fabulous great ‘about things which are happening now or around now. Complete these sentences, using the correct verb form. 1 Every day she (travel) into the ety to work. © 2 They usually (drive) to school 3 Be quict! We (isten) to the radio. 4 Right now | (study. Recognizing formal and informal writing 1a Look at these three texts. Label them with the words in the box. . e-mail postcard informal letter R gity email ‘Dear Wom and. Dad, him swnteng to lot yo be Writing to tell you how it’s going in Australia, Now at Surfer's Paradise, spending the days .. guess what? Surfing! Off to Melbourne in a couple of days. Bye for now, Jamie ac beey: postcard Wie, this if wey last sto Sydney! Having & grent eer ng astm : Mc Rebecca Tones —— fog and meeting Rog. "yids fan bo dg Fe thon, dm. off ta for las he i Wi backs fr > with some people | met oN | 390 Rosine Ctraet evening. Sm veally lacking Forward to S200rg |) arate in te cut r next Friday. Hope this. arneves Lots of partying! Can't Aa coe GS ee wait to see you thongh! | icq before § do. Lots of low, Lon, 3. Boy me on amie ica Br Loxetthe layout and the way the texts are written. Notice some similares and differences between them, Then complete the table. Check () the things Which are true for each. Where you chack a box, find examples in the texts and underline them. Letter Posteard | E-mail a | v ‘ Be Vv v v Le, v Vv ve : ¥v = -— : Ends with something else—what? Lots of love Bye for now: “Uses contractions. v v v ae - = - v © Look again atthe letter above. Rewrite it as a shor, informal e-mail from b Jamie to his parents. Use the e-mail and the table to help you. Travel ‘Unit 8AMERICA, LANGUAGE NOTE Articles Use the when there is only one. The capital of Italy is Rome. Don't use the with countries or cities. (Exceptions: the USA, the U.K) PET es (2. England.) Vocabulary: the world a Write the countries in the correct places on the map. Mark your country. [Canada India South Africa Australia England b_ In pairs, say what you know about each country. A They speak English there. B It's a beautiful country. ¢ Talk about the capital cities. Mark the capital of your country on the map. A What's the capital of Canada? B I think it’s Ottawa. don’t know. d_ Check with your teacher. Ey Unit 9 The world Londotivhool EUROPE. © 2 Listening skills @ Match the adjectives and their opposites. 1V big a cool 2 friendly, b dangerous 3V slow © fast 4 warn, unfriendly 5 safe. e small 6 V exp f cold 7 hot 8 cheap b In pairs, talk about which adjectives apply to your country/city. A [think our city] is expensive, B Woll, clothos are, but food is cheap. A That's true,Topic: geography Grammar Vocabulary Pronunciation Ustening comparison of the world sentence stress listening to a radio adjectives interview Have students brainstorm the English names of as many countries as they can. Then cask them to compare their lists with a partner. While they are comparing their lists, draw up five columns on the board, and write the names of the continents at the top of the columns. In open class, invite students to put forward their suggestions and add the countries fo the corresponding column on the board. Correct pronunciation and syllable stress as necessary. Vocabulary: the world In Exercise 14, ask students to look at the world map and see how many of the countries they can label without looking at the words in the box. Then ask them to look at the words in the box and fill in any missing names. Help students with vocabulary as they do Exercise 1b, and encourage them to express their own ideas. Draw students’ attention to the Language Note bofore they do Exercise 1c. Have students compare their answers to exercises 1b and 1¢ in open class. Then have them check by asking you for the answers in Exercise 1. Answers: Canada: capital Ottawa Australia; capital Canberra India: capital Now Delhi England: capital London ‘South Africa: capital Johannesburg i Listening skills Have students do Exercise 2a individually, then check in pairs. Make sure that everyone has the correct answers before moving on. When students havo discussed the question in Exercise 2b, organize feedback in open class. Ask students which countries they think are expensive, dangerous, cheap, cold, and so on. ————————— et For Exercise 2 on page 91 Interviewer Today on World fo World we talk to Charles Oden, diplomatic representative of the U.S. government here in Canada. Good moming, Mr. Oden. Chatles Please, call me Charles. Interviewer Charles, you have traveled a lot with your work. Which countries are special for you? Charles Well, everywhere is different. OF course, love Kenya, and also India is. very important for me, as my wife is from there. Yes, and the US, too, especially New York, my hometown. Interviewer And what are the main differences you find here in Canada? Charles Well, of course Canada is much bigger than the other countries. Here in Ottawa, the weather is cooler than, for example, in Mumbai Interviewer Mumbai? Oh, yes, of course. Mumbai is the new name for Bomboy. And the people? Charles Canadian people are friendlier than New Yorkers. life here is slower and more relaxed, That's realy nice for us Interviewer Thank you. Any other big differences? Charles The economy. Im afraid Canada is much more expensive than india! The world ‘Speaking describing and comparing cities Introduce the topic fi ay Unit 9® i a Pronunciation tip ons The world Draw students’ attention to the list of countries in the box in Exercise 2c. Tell them they are going to listen to an interview with a diplomat who will mention some, but not all, of the countries in the box. Play the audio once. Check answers in open class and play the audio again if necessary. Before starting Exercise 2d, make sure students know they have to listen out for adjectives from the list in exercise 2a. Allow a few moments for them to read the list again before playing the audio. Grammar: comparison of adjectives Have students do Exercise 3a individually and then ask them to compare in pairs what they have underlined. Introduce the grammar point by comparing some of the cities, countries, and continents fon the world map. Write three or four sentences on the board and ask if they are true or false, Asia is bigger than Europe. Canada is smaller than South Africa. Mumbai is more ‘expensive than London. Get them to correct the “false” sentences in two ways, €.9. London is more expensive than Mumbal. or Mumbai is cheaper than London, Make sure all students have the correct answers to Exercise 3b bofore moving on, Bofore students do Exercise 3c, draw their attention to the Warning box on the right of the page. If students do not agree with the sentences, explain that this exercise focuses on form, and that they should write the sentences as given. In the next exercise there is the chance to comment on the content of the sentences, Encourage students to give reasons for their points of view in Exercise 3d. Although some of the categories are subjective, numbers 1, 5, and 6 are probably true. Pronunciation: sentence stress Before playing the audio for Exercise 4a, ask students to practice saying the sentences in pairs with the stress on the marked words, Then ask them to listen to tho way the sentences are pronounced on the audio, Play the audio again for Exercise 4b and ask students to repeat chorally during the pauses. This is an example of a back-chaining dril, where the last part of the sentence is given first, hen the middle part, and finally the whole sentence. This procedure helps students to focus on the pronunciation, stress, and rhythm of the sentence, rather than ‘on the meaning, Walk around the class as students do Exercise 4c, checking grammar. Bofore doing Exercise 4d, draw students’ attention to the Useful Language box. Encourage them to use the expressions in their discussions. The oudioscrpt for Track 58 is on page 790 1 than Rome more expensive than Rome London's more expensive than Rome 2 than Cairo hotter than Cairo ‘Mumbai is hotter than Cairo 3. than Vancouver ‘more dangerous than Vancouver ‘much more dangerous than Vancouver New York is much more dangerous than Vancouver=3 —~4 @ Liston again. The speaker compares India and Canada. Which adjectives do you hear? Check (§/) the adjectives in the list in Exercise 2a. Grammar: comparison of adjectives a Look at this section from the audioscript from Exercise 2c. Underline language used for comparing, C Well, of course, Canada is much bigger than the other countries. Hore in Ottawa, the weather is cooler than, for example, in Mumbei. I Mumbai? Oh, yes, of course. Mumbai is the now name for Bombay. And the people? C Canadian people are friendlier than New Yorkers. Life here is slower and more relaxed. That's really nice for us. 1 Thank you. Any other big differences? The economy. I'm afraid Canada is much more expensive than India! b Choose the correct words and fill in the blank to complete the rules. 1 To compare usingGhordy Jong adjectives, add -(e)r + than. 2 To compare using short Aong)adjectives, use more + adjective + than. 3. To compare adjectives ending in y, change y to _i__ and add -er + than. Look at the Grammar Summary on page 98 to check. © Complete the sentences with comparative forms of the adjectives given. 1 India is_Adter than Sweden. (hot) 2 London is Tokyo. (expensive) more expensive than 3. Cape Town is Johannesburg. (big) bigger than 4 Mumbai is ‘New York. (dangerous) more dangerous than 5. Mexico is the U.S. (cheap) cheaper than 6 Ottawa is New York, (friendly) friendlier than d_ In pairs, discuss which sentences from Exercise 3c are true, A London is more expensive than Tokyo. B No, itisn't, A Oh, okay. Pronunciation: sentence stress a Look at the sentences and listen to the stress. 1 London's more expensive than Rome. 2 Mumbai is hotter than Cairo. 3 New York is much more dangerous than Vancouver. 1b Listen again and practice the sentences. Stress the correct words. © Write two or three sentences comparing places you know. They can be true or false. Check that the grammar is correct with another student or your teacher. d_ Read your sentences with the correct stress. The class decides if they are true or false.World weather 1 Vocabulary: months and seasons ‘a. In pairs, match the pictures on the left with the seasons. spring 2summer 3 fall 4 winter bb Write the months in the correct order. January, February, March, April, May, June, July, August, Septémber, LANGUAGE NOTE ‘October, November, December Mark the stress on the months and say them. February (@ d Listen and check your answers. Pronounce the months. Which months are winter the same or similar in your language? © - 2 Speaking skills : In pairs, ask and answer these questions. F 1 Do you have distinct seasons in your country or region? What season is it now? What month is it now? ‘What month is your birthday? What season is that? ‘What is your favorite month? Why? ‘What is your favorite season? Why? ween 3 Vocabulary: the weather a Match tho woathor words and symbols. b 1 cold _b iN 2 snowy _a a 3 cool d G 4 © i q Shot = _g_ 6 dry © 7 rainy _£ e WARNING t What's the weather like? Its hot. 7 Its like hot. What kind of weather do b_ In pairs, talk about the weather in the countries on page 90. you like? 5 ie Fe wedi A. What's the woather like in Australia in the summer? B I think it’s hot. / It’s hot and dry. / I don’t know. Ey Unit 9 The worldObjectives [ichieaveenra Grammar ‘Vocabulary Reading writing iregular months and reading an e-mail completing an e-mail ‘comparative seasons, the adjectives weather \Wrile the word seasons on the board. Ask the class how many seasons there ore in a year. Ask them fo tell you ifthey know the English words for any of the seasons. 1 Vocabulary: months and seasons Have students do Exercises 1a to 1¢ in pairs. Monitor and help, but do not correct, their answers yet. Have students check their answers by listening to the audio for Exercise 1d, and then use the audio as a modol for ropotition of the names of the months. Continue drilling individually and chorally until students can pronounce the months confidently. ‘A fun way to practice lists of words such as numbers, the days of the week, or months of the year is to ask students to stand in a circle and to begin with one student saying January and then to continue around the circle (February, March, etc) until someone makes a mistake or doesn’t know the next month. That person then starts the process ‘again from the beginning. if you have a large class, give an example frst in open class ‘and then divide the class info groups of 10 ~ 12 students tran be helpful for students to focus on the differences in the pronunciation of words in English and in their mother tongue. The word April, for example, may be stressed on the ‘second syllable in their language and the first vowel may be pronounced like the ‘a’ in cat rather than the ‘ain day. Ask them how many differences they can find for August, May, ‘and October. 2 Speaking skills Before asking students to do Exercise 2, introduce it by asking a few questions in open class. Ask what the summer months are, for example. Are these the same in Europe and North America? When are the winter months in Australia? When students have finished working in pairs, listen to some of their ideas in open class. 3 Vocabulary: the weather As a follow-up to Exercise Sa, ask students to find some pairs of opposites in the list of adjectives (e.g. hot and cold, warm and cool, dry and rainy). Before students do Exercise 3b, draw their attention to the Warning box. Make sure thoy understand that the word like in the question What's the weather like? has nothing to do with the verb to like, ——_————— er January Februory March April May June July ‘August September October November December. ‘Speaking talking about months ‘and seasons, comparing weather Additional activity Pronunciation note ~ comparing | ft a The world ‘Unit 9 Tyeg!fa +: fa > Quick grammar guide it a « a ’ The world Reading skills Remind students to read the questions in Exercise 4 carefully before they look at the text. Check their answers in open class. If students decide a statement is false, ask thom to explain why it is false. Grammar: irregular comparative adjectives Have students complete the chart in Exercise 5 individually and then ask them to check in pairs. The two irregular comparatives better and worse are key words in English so itis a good Idea to give a bit of extra practice to consolidate these words. Bring in a few magazine pictures that can be compared, e.g. pictures of two different cars. Ask which is better and ‘which is worse. In open class, get students fo make sentences such as The Mercedes is better than the Toyota. Writing skills Monitor students’ writing for Exercise 6a carofully for grammatical accuracy while thoy are working, Alternatively, collect the pieces of writing and check later. In Exercise 6b, encourage students to react to the content of the e-mail, and to write their comments next to it, Speaking skills Introduce Exercise 7 by drawing a blank diagram of the points of the compass on the board, Elicit north, south, east, and west. You could also show the class at this stage how the intermediate points of the compass work in English, e.g. northeast. ‘Then draw students’ attention to the Language Note before they do the speaking activity in groups.4 Reading skills i ‘True ‘~F4 Jan and Josie are good friends, i i 2 Jan has a new job = | 3 Josio wants to visit in Soptomber or October. | 4. Josie lives in Miami. i 5 Jan has a new apartment. Vv L 5 Grammar: irregular comparative adjectives Find comparative forms of those words in the first e-mail. ae g00d better § bad worse Regular hot hotter ay) Writing skills \__ @ In pairs, complete Jan's reply to Josie’s e-mail. Pass your e-mail to another pair. Do they agree with your ideas about the weather and clothes to bring? N- Josie, It's _g9 — Cpositive adjective) to hear from you \el1, December (month) is probably better than Septe month) because -itis drier and cooler Newtonth) is usually _dry__ (adjective) and _warm (adjective), so it’s a good idea to bring a. Nave to bring (reasons why you don’t need these clothes). m really looking forward to your visit. S. Itis.cool at night so bring a sweater Give some additional information) Speaking skills In small groups, compare the weather in different regions of your country. Read Josie's e-mail below and answer the statements True or False. vain. I am so happy you can come visit. The weather? (describe the usual ather conditions).For clothes, the weather in December shorts ist clothes appropriate to the weather). You don’t acoat_ (list clothes) because _itisn't cold False Hi Jan, Thanks for your e-mail. I’m glad to hear your new job is going better. I would love to come visit you this summer. Thank you for inviting me!! I’m free in September or maybe December. What’s the weather Like in Miami in December? Is it still hot then? It has to be hotter than Vancouver! I'd like to go to the beach and have fun. What about clothes? Do I need to bring something nice? Write or call me soon and Let me know. I really want to see your new apartment! Lots of love, Josie P.S, Weather here couldn’t be wors raining! :¢ than the south. B Yos, the weather is ‘otter in the south.‘Unit? SE Vocabule peaking skills In pairs, discuss these questions. 1 What's the weather like in the winter in your area? 2 Do people sometimes take winter vacation? 3. What do they do? In pairs, discuss the questions. 1 Look at the pictures. What kind of vacations can you see there? A. This is a beach vacation, It’s somewhere hot. Maybe Central or South America? B Yes, agree. What are the people doing? 4 Which scene do you like best? : describing vacations Match an adjective on the left with a noun on the right, 1 soft a jungle 2 high b> mountain 3. relaxing © boots 4 ski sand 8. thick vacation Try to find some of these things on this page. Which countries or continents do you think they are in?vacations Vocabulary Reading Writing describing vacations reading brochures writing a travel ‘and guides brochure entry ‘Ask students what kinds of vacations there are. Make a list on the board, Ask them what kinds of vacations they prefer and what kinds of places - beaches, mountains, cities, hot countries, cold countries, historical places, and so on. You could also ask them to brainstorm things they would need for a particular vacation, e.g. a beach vacation in a hot ‘county or a skiing trip to a cold country. Speaking skills After students have discussed the questions in Exercise 1a, get feedback in ‘open class. As students discuss the questions in Exercise 1b, walk around the class and help with vocabulary. Finish with feedback on question 4 in open class. Vocabulary: describing vacations Check answers to Exercise 2a in open class. You may need to explain the concept of thick jungle. Another word for this in English is dense jungle. You could also explain that thick has two meanings and is also used as the opposite of thin. Have students compare their answers to Exercise 2b in pairs. The pictures on page 94 offer an opportunity for some recycling of the weather vocabulary ‘met in the previous lesson. Ask students fo describe the weather shown in each of the pictures. They should use two adjectives for each picture, e.g. cold and dry, hot and sunny, etc ‘Speaking describing vacations Introduce the topic ‘Additional activity The world UntoTf a& Additional activity yw Q Presentation alternative 4 Reading skills Make sure students do Exercise 3a individually and quickly, without spending time on looking up nonessential vocabulary. If necessary, set a time limit. Don’t check answers yet, but move straight on to Exercises 3b and 3c, with students working in pairs. When they have finished, have selected students present their answers in open class. Ask them to tell you which words in each of the texts led them to make their choices. Answers: Text a is from a guide book aimed at youngish, budget conscious travelers, As a guidebook, it has a friendlier, informal tone. ‘Text b is from a travel brochure. As # consequence, the text has a more flowery style. Although vocabulary work is not the cim of the exercises in this section, you could follow up by looking at some of the words in the texts. In particular in Text a, reliable, destination, pass, fairly, grocery store and in Text b, coastline, inland, and vary. Ask students to work in pairs using a monolingual or bilingual dictionary and check in open class that everyone understands all the words. Writing skills Chock briefly that students have identified the correct sections in Exercise 4a before they start working on the writing task. Encourage students to convert the costs given into their local currency. Answer: Sections 2 and 3 are factual, but soction 1 is an interpretative text. Got foodback on Exercise 4b in open class. Find out which region each group is planning to write about. Go around the class and monitor as groups do Exercises 4c and 4d, Offer help if required and correct any obvious errors. Do Exercise 4e with the whole class, Alternatively, with a large class, ask each ‘group to stick their brochure page to the wall and allow students to walk around and read each other's texts. Depending on time available, consider spliting the wring fask over two lessons Allocate different groups different parts of the country for exercise 4b, and have them. research information for homework. Ask them to work on exercises 4c, 4d, and 4e in the next lesson,3 Reading skills Sa Read quickly and choose a picture from page 94 for cach toxt. \___D_ Inpairs, talk about why you chose your pictures. © In pairs, discuss where the texts could be from. a a nature magazine b a travel guidebook © a geography textbook RS(eYar- MN (enicel or) oe ete Ro rey Dera a ee ee CS mountains are high, and the snow is reliable all ‘season. There is a cost for this, of course. Tee Oe Coe a iin passes are usually cheaper. Basic rentals—skis, boots—cost from around $15 a day. Add to this and accommodation, and you are looking at eer ee Rea erg OAR ec en Pee eee) Pe een aor! Pee ce Ts Afnca.e peers on Fa. ec" vacation, with oes Seton = wutiful Atlantic ‘Coastline for you to * ce nan ea roe Sensei mere é bottle of beer ‘from 80¢ (Prices are for guid ‘nese Buidence and vary from season 4 Writing skills L a Look again at the tourism brochure about Gambia. Notice how it divides into three sections: Ke 1. general description 2 local costs 3 weather guide Which of the three sections are “facts” and which is more “creative”? —~ —__b_ msmall groups, decide on an attractive region of your country that you know well. Begin by deciding on the facts. In your groups, discuss and decide: 1. what items to show local costs for, and their typical prices. ~ 2 what time of year is good to visit this region. 3 the weather at that time and how to show it. ¢ Now work on the creative part of the text. You can use this skeleton text - asa basis. Full of {resort or region] is in Ss _ Tt is porfect for a [say what kind] ‘vacation with temperatures in thes in the {say when}. There are (describe the geography / any places of — local interest _ Now put your brochure page together. Choose some pictures to go with your text—from this page or elsewhere. © Show your brochure page to the class. Compare the texts and prices. Where would you go? The world ‘Unit9 TaLANGUAGE NOTE Pounds sterling (2) is the currency of the UK, ‘The £ symbol always comes before the amount, 1 Warm up a Look at the pictures. Which country do you think they represent? In pairs, discuss what you know about that country. I think it in Europe. Listen and check that you have the right country. Check (\/) the pictures that are mentioned. 2 Task In pairs, compare two different ways of traveling from London, England, to Edinburgh, Scotland (a distance of approximately 660 kilometers), Use the words in the box and the table on the right tohelp you. early late expensive cheap fast comfortable uncomfortable slow A The plane is much faster than the ‘train, B_ Yes, but it's more expensive, los I 19 The wor Prepare In groups, try to agree on the best way of traveling. Write a summary of your discussion, saying why you chose one method and why you rejected the other. We think by plane is belter because is mare comfortable. The brain is cheaper, but bs much tower. Feedback ee Listen to the other groups and make notes about their decisions. Group |: Train-cheaper; you can see ‘more. Which form of transportation is more popular in the class? Why? Departure times: 9:00 10:00 12:00 Arrivaltimes: 10:00 11:00 1:00 Cost: £149 | ‘Traveling time: 1 hour Departs tines 600 800 500 | Arivaltimes: 11:00 1:00 10:00 Cost: £80 ‘| ‘Traveling time: 5 hoursTopic: travel Vocabulary Reading Writing Listening Speaking recycle adjectives to reading a writing a listening to. a ‘comparing compatatives describe schedule summary ofa conversation ——modes of, transportation discussion transportation ‘Make sure students understand that ail the pictures on pages 96 and 97 represent the Introduce the topic same country. Ask them to make a list of some of the things they can see in the pictures. Warm up a Encourage students to speculate in Exercise 1a. Help with vocabulary. ‘You may need to play the audio for Exercise 1b more than once. Make sure © students have understood that the main picture on page 96 is represented by the word countryside and that they understand that the main picture on page 97 shows a castle, Feedback from this activity does not have to be exhaustive — this section of listening is about preparing students for the activities that follow. Task fh Before you ask students to do Exercise 2, write a £ symbol and a $ symbol on the board, and ask the class what they represent, Then ask them what the symbol is for the currency in their country. Draw their attention to the Language Note at the bottom of the page. Encourage students to use comparative adjectives to talk about the methods of travel Prepare 4 ay Bofore dividing students into groups for Exercise 3, draw their attention to the example and focus on the use of the word but as a means of rejecting one of the possibilities. Walk around the class as students are writing and help with grammar and vocabulary. Feedback ‘in ay Ask each group to select a reporter to read the summary of their discussion to the rest of the class. Encourage students to take notes as they listen to the other groups. Take a vote on which method of transportation is more popular. et ‘A... 0 then we can go on to Scotland. B Scotland! Its so far away! Why do you want fo go there? Alt very interesting, Mark. They have all kinds of historical things there, B More historical things. Great. What about having some fun? AA They have a beautiful castle in Edinburgh — very old — and the countryside is realy prety too. B And the nightife? ‘A\Well they have pubs and whisky and fantastic food and dancing, Oh? Well, thats different. When do you want fo leave?t @\ 5 Compare % Before playing the audio for Exercise 5, make sure students read the two questions, and that they undorstand they will hear the same two people talking about the same journey as in track 61. f @\ §& Notice ‘ When students have read and analyzed the excerpts from the audioscript in Exercises 6a and 6b, draw their attention to the ways of responding to suggestions shown in the Useful Language box. Additional activity ‘To give further practice in ways of making suggestions, write What about ..., How about ~ ..and Let's... on the board. Ask students fin open class} to make suggestions using all three forms from the following prompts: fake the tran, fly, go by train. Ensure at this point that the suggestions are accurate and that they understand the first two are Se followed by the ing form and the third one by the bare infinitive (without fol. Have other students respond with phrases from the Useful Language box. Encourage them to use ‘appropriate intonation, = 45 Gy 7 Follow up - You could help students by suggesting some specific elements for them to discuss in Exercise 7, such as taking the visitor to a typical restaurant, famous historical sites, a cultural or sports event, interesting natural sites, and so on. As the groups work, walk around the class and encourage them to use the phrases in the Useful Language box. se ‘A Okay, Mark, les go to the train station and get the tickets. If we leave at six o'clock, we arrive at eleven o'clock, B Six o'clock? In the moming? Can't we go later? ‘A. know. No, there's no space later. Well there's space on the five o‘clock train. 8 Oh, five o‘clock's fine, What time does the tran arrive in Scotland? ‘A. Mmm. Thats the problem. It artves atten p.m. Thats really late! we B Wel, what about fying? ‘A Yes, tying is faster, but its much more expensive. B Oh yes, of course. Uh, what ime does the train leave in the morning? A At six o'dock 8 Well, okay then, fine. Six o'clock in the morning. Uh! ons The world5 Compare — @ Listen to two travelers and choose the correct answers. 1. They decide to travel by plane rain.) 2. Do they make the same decision as you? Yes. / No. 6 Notice — a Look at this section of the audioscript. Find a way of making a suggestion. Underline the response. A Well, whet about flying? B_ Yes, flying is faster, but it's much more expensive. Is the response positive or negative? b Now find two moro suggestions in this dialogue and underline the responses. Are they positive or negative? Re A. How about going by train, then? Baa : A. Lot's take the train at night so wo can sleop. ~ B That's a groat idea! 7 Follow up ‘When you listen to English, notice “suggestions and different ways of responding. USEFUL LANGUAGE \__Ingroups, plan a trip for a visitor to your ‘Suggesting and responding country. Decide where to take him/her and how to travel. When you are ready, \— present your ideas to the class. A. What about going to the mountains? A. What about flying? B Yes, but flying is expensive. . J Thats god ide. That's a great idea! & é B That's a good idea. As you listen to your classmates’ ideas, give your opinions.EeREOOLIRCE - 1 Comparative adjectives 1 Months of the year Use vanuary July * Use comparative adjectives to compare characteristics of February August i people, things, or places. March ‘September Form Apel October Short adjectives May November ‘Australia is bigger than Italy. June December = Longer adjectives ‘The north is more beautiful than the south. ‘Some spelling rules * One vowel + one consonant in short adjectives: the consonant doubles. 6 # - fat — fatter ig = bigger 3 * Consonant + -y: y changes to j and add ~er spring summer fall winter fendly fencer - Irregular comparatives 2 Common adjectives to describe places - ‘good — better bad - worse ‘expensive » cheap VY @ Write the comparative forms. big * small 1 hot hotter dangerous « safe zkong longer friendly « untfrienc 2 3 small smaller shel . 4 beaut more beautiful 8 Describing vacations UY 5 good bette . eee) ae Write a place that you associate with each word pair. 1 soft sand Haraue © Vira sentences using the comparative form ofthe hon earth : 1 the Nile, the Ganges (long) 8 relaxing vacations The Tle «s longer than the Ganges 4: tick ingle 3 2 Germany, China (smal) 5 sk boots Germany is smaller than Chi 3 Africa, Iceland (not) 4 Weather Africa is hotter than Iceland. 4 Jepan, Thailand (expensive) Japan is more expensive than Thailand. tts \ S 5 the US., Spain (oig) ~ The U.S. is bigger than Spain. Y 6 Mount Everest, Mount Fuj (high) u Mount Everest is higher than Mount Fuji. What's the weather like? Write the words. © Agree or disagree with the following sentences. 1___snowy _ 1 English is easir than my language ‘ 2 1am taller than my mother. 3__wam____ _ ‘3 Meat is more delicious than vegetabes. | 4 Going out is better than staying home. S a 5 Studying English is more interesting than studying math, a 5___hot 2 The definite article / No article ‘+ Use the when there is only one. The capital of Italy is Rome, (There is only one capital.) = Rome is a city in italy. (There are many cities.) 6__rainy___ ‘+ Use no article for countries, cities, or continents, ome, ttaly, Europe ‘ Excgptions: use the with plural countries or groups of islands: the U.S., the U.K, the UAE, the BahamasApplying reading strategies 1 Your reading habits ‘Complete the folowing information. . Dy 1 Check the kind of material you usually read in your language: magazines a lotters/e-mails a newspapers a texts on the Internet. textbooks (e.g. business, medica). comic books a 2 Where do you read”? Check the following: > on the subway/bus a at the table during meals. in bed a in the forary a co at schoolwork a Ina park a 8 Where and what do you read in English? ‘Ty td read English in the same way as you read in your language. Read all kinds of texts—from . ads to instructions on electronic items! 2 Different ways of reading : Ka Look at these ways of reading. Add more examples tothe table, a . ~~ Ss YY __b Look at ihe texts on page 95. Here are two ways to read them. Choose one of thern and try it ‘Check how long it takes. Which way is better? fi fs Method 1 (Sierra Nevada) LEARNING TIP. ‘a Read the text slowly. I 0d reed te wore ee b Underline any words you don't know. book, always try to answer the * i : ‘questions or do the exercises. @ ‘¢ Use your cictionary to check the meaning of new words ecige ieeeeeae Method 2 (Gambia) , ‘Read the questions about the text, 1. Where is Gambia? 2 What is the average temperature? : A 3 Is Gambia expensive or cheap? 1b Think about the possible answers. Read the text quickly to find the answers. uolluoy sayy Kigeqaud 1 pouneyy ae souoB ox yo8 oy Suypeas axe NOK *OHIOQ SIZ POULIN a The world “Unit? a isChoose the correct word to complete the sentences. 1. Whoge book is this? Ws apy mine book. 2 Whore’s the poster? It's in Aon)the wall. 3. There is ardsome shoes under the bed. 4 Whose jeans are these? They are her hers) 5 Hois read Dp book. Correct the mistakes. Shoat oating her dinner. They are werk today. working is There ar€ telephone on the de: This exercise is ithe ant Sa This picture is pore-oht fhan that picture, Madrid i\tapital of Spain, eunene Write the words in the correct order. 1. café school the isin there a ? Is there a café in the school? 2 studying the in brary she is ? Is she studying in the library? 3 taller is brother than he his is ? Is he taller than his brother? 4 you this show watching are? ‘Are you watching this show? 8. buses are San Francisco Los Angelos to there from ? Are there buses from Los Angeles to San Francisco? Write a short answer for each question in Exercise c. Answer these questions, using complete sentences. 1. Which is faster—a car or a bicycle? Acar is faster than a bicycle. 2 Which is more expensive—traveling by train ot traveling by plane? Traveling by plane is more expensive than traveling by train. 3 Which is bigger—A rica or Europe? Africa is bigger than Europe. 4 Which is hotter—Alaska or Florida? Florida is hotter than Alaska. 5. Which is smaller—a cabin or a ranch? A cabin is smaller than a ranch. ‘Write the comparative form of these adjectives. g Complete this postcard with an appropriate word in each blank. Dear Fran, 4 We are | having 4 worderful time on vacation. The hotel 2 has a great ¥ Swinwsing eco}, and there S —AEE four great restaurants to choose from “The hotel is such 4 —better than the ~ one. we stayed in last year, and the @ food is much 5 —Hicer_. Right nowy Tons is 6 Toading. his third book of 40l Cote Dee ——— “the vacaction, the kids are 7 ‘bustin, TX 78704 in the pool, and I'm & writing. yostcards—of course! ‘See you 5008 Love, Tess: h Order these letters into words or phrases. 1 viling moor (houses) 4 trapanemt (houses) living room apartment 2 ormptaurete (weather) 5 unoatmnis (geography) temperature mountains 3 bwysau (transportation) subway . Which one does not belong in each group? Circle the correct answer 1 Cairo Boijing CQurkep) Bangkok bus bicycle subway sunny ¢ snowy bathroom living room Write a sentence for each of the examples in aS Exercise i to explain the difference. 1s a country, but the dhevs ave ches, : 2 Aranch is a type of house, but the others are ‘means of transportation 3. Happy is an emotion, but the others are types of weather. 4. A ferry is a type of transportation, but the S others are rooms. 5 A poster is a decoration for a wall, but the others are prepositions. 7 hat kitchon - anen 1 difficult. more difficult 5 interesting more interesting 2. good better 6 bad worse 3 high higher 7 old older 4 pretty prettier 8 far further’) k Complete this word web with four nouns \ or adjectives for each category. — 1 Look at these two pictures. Write between six and eight sentences about the differences. There's one woman en Pichure A, bu there ave two women. in Pichuve B."Whats playing? nn | [Travis Cineplex | S2nd Street a Sih Avenue Su American Wedding as, | fi #52) 1205, 1245, 130,235,395 410, | oe 5:15, 6:15, 7:00, 8:10, 9:50, 11:00 4 Bad Boys Wit) 123, 240,340,630, 730, am os eS £710, 9:50 1 Speaking skills Work in pairs. Talk about these questions. Use a dictionary to help you. 1 How often do you go to the movies? 2 Where do you see movies? In a movie theater? At home? On TV? On DVD/video? 3. What kind of movies do you like? Romantic? Comedy? Horror? Other? 4 What was the last movie you saw? How was it? 5 Do you remember the first movie you saw? What was it? Prince St 6 to Bleacher S ii $i 8 ins $50. { farsP11.05, 1:15, | 325, SAR BOSyI020 City of God 1 capers CHINATOWN FER cr cscs “One of the GREAT FILMS of the 70s!” °05, 2:20, | ABC Cinemas 1, 2, 3 i | 4.6 Eto Sond Siree-Port Authority | Trafford Film Center ILM #6; 3 N, ac. : ieee car | | MUM 8330,Sibcay Evade | BRON Ae SHH S14, 36 | Adults $10, children $6, sem ges $6, | ity Pretty Things 4:55, 7.1 Pasay 2 Game Over sa 1:00, 1:35, 4:20, | 7:30, 9:40 last 2 days! New 35mm restoration! SUNSET BOULEVARD ‘190.320, 5:30, 750, 10:00 A Paramount release ROMAN POLANSKI’S APARAMOUNT RELEASE 1:20, 3:50, 6:30, 9:10, 2 Reading skills a Look at the page from a newspaper above. What information is included? 1b Read the ads quickly and find out the answors to the following questions. 1. Which theater is showing Americar Wedding? 2 Who directed Ghinatown? 3 Where is Spy Kids 3D playing? 4 What is the latest time you can see Lord of the Rings at the Travis Cineplex? . 5 How much are tickets at the Trafford Film Center?Topic: movies Vocabulary Reading Writing Listening ‘Speaking invitations and reading an writing an invitation listening to a discussing the movies, suggestions enterlainment page by e-mail conversation making suggestions cand invitations Write the word movies on the board and ask students to work in pairs to write down all Introduce the topic the types of movies they can think of. Seta time limit of two or three minutes. Then ist their suggestions on the board, checking that everyone understands each of the words suggested. [Examples may include adventure, war, romance, comedy, horror, science fiction, thniler,carioon, ec.) Finally, have students look at the pictures on Students Book pages 102 and 103 and identify the genres illustrated 4. Speaking skills tc When students have finished working in pairs in Exercise 1, compare answers in open class. Check students have understood all the questions and that they can provide reasonable answers. Briefly draw attention to the irregular past tense form saw, Tell students they will meet more past tense forms later in this unit 2 Reading skills f AY Introduce Exercise 2a by first asking students what the purpose of the newspaper page is. When they have made lists, get feedback in open class. Sot a time limit for Exercise 2b boforo studonts start working. Get feedback in open class, Follow up by asking students to work in pairs and discuss which of the movies they would Additional activity like to see and which they would not like to see. You could also ask them to match the ‘movies to the categories elicited at the beginning of the lesson. Movies‘Additional activity ‘Unit10 3 Listening skills Bofore playing the audio once through for Exercise $a, make sure students have read the question carefully and understand exactly what they havo to do. - Make sure students understand the question in Exercise 3b before you play the audio through a second time. Then have them compare answers in pairs. Havo students work in pairs to complete Exercise 3c. When playing the audio for Exercise 3d, be prepared to pause after each answer if required. As students do Exercise 3e, walk around the class and correct pronunciation. ‘Ask students to work in pairs again and to vary the dialogue, replacing the movies ‘and times in the dialogue with some of the information in the extract from the newspaper page on page 102. Allow time for preparation and encourage students to : exchange roles as they practice. 4 Vocabulary: invitations and suggestions ‘When students have finished Exercises 4a and 4b, have them check their answers in pairs. Play the audio for Exercise 4c and thon check all students have the correct answers. Have students repeat each line of the short conversation in Exercise 4d chorally and individually in the pauses. Mako sure they pronounce the questions and answers with the same stress as on the audio. If necessary, have thom mark the SS stressed syllables by underlining them or putting a dot ebove each stressed. syllable. 5 Speaking skills Before starting Exercise 5a, draw students’ attention to the Language Note on the right of the page. As students feedback on their choices in Exercise 5b, correct any obvious errors of grammer, vocabulary, or pronunciation. Make a note on the board of each pait’s ag choices and find out which of the movies is the most popular choice. 6 Writing skills Encourage students to follow the framework in Exercise 6a and allow pairs to continue with Exercises 6b and 6c at their own pace. Monitor students by VU going around the class checking their writing and helping them to correct any obvious errors. Finally, make sure all students leave the class with accurate pieces of writing. Either ask them to read out their o-mails and their replies, or, ina large class, collect the work for grading. e Benny Hey, Jo. Would you lke fo go to a movie? ‘A Would you like to go to a movie? Jo Sure, yeah. Whats playing? B Yeoh, Id love to [ Benny Wel, there's Buffalo Soldlers or City of God ‘A How about Bad Boys 2? al the Teaford Fm Centr. B1 saw that last week Jo | saw City of God last week. It was excellent. ‘Aet’s go at 9:30 ] Benny Was if? How about Buffalo Soloers, then? B Yes, thats fine with me. Jo Okay. What time is it playing? Benny Uh ... 5:45, 8:05, or 10:20 Jo Let's go at 8:05 Benny Okay. See you there. ‘Track 65 is the same as track 64, but has pauses for repetition. ‘Movies4 3 Listening skills 3. Speaking skills One @ 4 Listen to this conversation. a Student A look at page 135. Which movie theater ad is the man Student B look at page 137. looking at? The Trafford Film Center Take turns inviting each other to the Listen again. Circle the movie they movies. Use your information to select and the time they want to see answer. it, Check your answers in pairs. A Would you like to go to a movie? ‘¢ Complete the conversation with the B Yes, I'd love to. What's playing? words/phrases in the box. ‘A. Well, thore's Seaside or TANGUAGE NOTE Whats playing Would you Ike Chinatown at the Film Forum. heen RIK whoa Let's How about isit playing B What time is Seaside playing? movies. b Toll tho rost of the class about your What's on (at ..J? Benny Hey, Jo. 1_Would you like choices. Gity of God is. t9 go.toamovies, We're going to see Terminator 3. It’s Where's it on? Jo Sure, yeah, ; at the Roxy Theater at 8:15. It’s on at the Roxy. 2 wal aerv nefed What time is it on? Benny Well, there's Buffalo 6 Writing skills At eight o’clock. Soldiers or City of God at 8 ees the Trafford Film Center. a Work in pairs. Write an e-mail to your Io I saw City of God last week partner, inviting him/her to the movies. Choose a movie from this It was excellent. lesson and use the information to aed Salo —Sr holp you. Use this framework: Jo Okay, What time + Invite your friend, a layin + Suggest a movie. Benny Uh... 5:45, 8:05, or 10:20. + Say where itis playing Jo 5___lats goat + Suggest a day and time, + Say goodbye. Benny Okay, see you there. b Read your partner's e-mail and write a reply Say you want to go, but suggost a different day. @ a Listen again to check. In pairs, practice the conversation, using your own names. Read your partner's reply. 4 Vocabulary: invitations and suggestions a Look at these lines from a similar conversation. Label them I (for invitation) or S (for suggestion). 1 Would you like to go to a movie? I 2 How about Bad Boys 2? S 3 Let's go at 9:30. S b_ Now match these responses with the lines above. a. Yes, that’s fine with me. 3 b Yeah, I'd love to. 1 © Isaw that last week. 2 @ c Listen to check @ Listen again and repeat the questions and answers.LANGUAGE NOTE ‘We use you to talk about people in general. ‘We use to + infinitive to talk about purpose or You go to a theater to see aplay. f You go to a movie theater for see a movie. X Unit 10 1 Vocabulary: places and activities a Match the pictures with the places and the things you can see/do/have there. Write the numbers/letters in the boxes on the pictures. 1 theater a a football game 2 movie theater b dinner 3. stadium: © coffee 4 restaurant @ aplay 5 club e amovie 6 café f dance 1b Work in pairs. Check your answers and write sentences, Use the Language Note to help you. 2 Reading skills a. Read this conversation. Number the lines in the correct order. The first two are done for you. Rose After the movie, we went to a Chinese restaurant for dinner—and we had too much to eat! Rose Hi, Brad. Yes, it was great, thanks, Brad Was it good? Rose Well, first I mot Jim at the movie theater, Brad Hello, Rose. Did you have a good night last night? Rose We saw 2 Fast 2 Furious. Brad Were you okay? Rose It was great—very funny. Brad What movie did you see? Brad What did you do? Rose Well, I was fine at the time, but I feel kind of sick today! Brad And then? b_ Now listen and check your answers © What two things did Rose do last night? Movies ERE LEREECERCETopic: entertainment Vocabulary Reading ‘Speaking simple past places and activities putting a conversation in talking about last weekend the correct order ‘Write entertainment on the board and check that students understand what it means. Presentation alternative ‘Then ask them to work in groups of three or four and to make a list ofall the types of entertainment they know. Get feedback in open class and write any valid suggestions on. the board (disco, bar, restaurant, nighiclub, etc). Mark the syllable siress on the words «and encourage students to record them in their notebooks. Then ask them which of these forms of entertainment they prefer. Find out which of the words on the list is the most popular form of entertainment in the class. Vocabulary: places and activities T Ky Before starting Exercise 1a, draw students’ attention to the Language Note. Make sure they understand that the infinitive is used to talk about purpose in English as this may be different from their own language. Check sentences from Exercise 1b in open class. Make sure students are using infinitives of purpose correctly, and the correct verbs. Reading skills T AY Before starting Exercise 2a, make sure students understand they have to arrange the sentences into a logical order. If they need a start, have one student take the part of Brad and another that of Rose, ask thom to read sentences 1 and 2, and ask the whole class which sentence comes next. You may need to play the audio for Exercise 2b more than once. Check in open Q class that all students have the correct answers. Check the answer to Exercise 2c in open class. Practice some of the past tense forms in the diologue by asking students to practice Additional activity reading the dialogue in pairs. Ask them fo switch roles and take both ports, using their ‘own names rather than the names of the characters in the book. ———EE———————E————— Brod Hello, Rose. Did you have a good —_—Rose I was great - very funny. right last night? ‘Brod And then? Rose Hi, Brad. Yes, it was great, thanks. Rose After the movie, we went to @ Brad What did you do? Chinese restaurant for dinner — Rose Well first | mat Jim at the movie {and we had too much to eat. theater. Brad Were you okay? Brad What movie did you see? Rose Well, | was fine at the time, but | Rose We sow 2 Fast 2 Furious. {feel kind of sick today! Brad Was it good?Ta Grammar tip: irregular past tenses Grammar: simple past While students do Exercise 3a individually, walk around the class and offer help where required. Then check the answers in open class. Before moving on to Exercise 3b, make sure students understand that was is used with the first person singular and the third person singular, and were is used with the second person singular and all plural forms. Draw attention also to the use of the infinitive in the question form: Did you have? Did you see? Did you go? Encourage students fo keep a lst of regular past tenses on a page in their notebook. Apart from the examples on this page, include feel/feft and find/found, both of which ‘occur in his lesson, There ate several examples in the next lesson, so get students to add new examples of itregular past tenses as they find them. Speaking skills Ask students to do Exercise 4a individually. If necessary, provide help with ideas for the additional questions and check that they are using the correct verbs. Bofore asking students to walk around for Exercise 4b, drill some of the questions and answors in open pairs. Tell students that if someone answers no, they should move on to another student. If somoone answers yos, they should write their name in the Who? column. Monitor students as they are doing the exercise and make sure they are asking questions using the correct simple past forms, If necessary, refer back to exercise 3b. Conduct the feedback in Exercise 4c in open class. Ask each student to read out a couple of things they found out during the activity. Correct any significant errors. Have students write sentences about what they did last weekend for further practice or as homework. Ask them to use the days of the week: On Saturday | went to a club. Ask them to write a minimum of four sentences. Have them compare their sentences with a partner ‘and then listen to some examples in open class.3 Grammar: simple past Look back at the conversation in Exercise 2a and complete these exercise 1. Underline the two forms of be in the simple past tense, then write them below. be, simple past: __was _/ __were. Underline four other past-tense verbs in the conversation, then write them below. Infinitive meet Simple past met Match the rules (1 and 2) with the verbs (a and b). 1 did + subject + verb avorb be (What movie did ee 2 was/were + subject bother verbs (Were you okay?) Gircle the correct word. All the verbs in the table are regular (GiregulaDyerbs. Check your answers in the Grammar Summary, page 110. b Choose tho correct answers. 1@a)/ were at home last night. Did you(faveY had dinner? 1@énp/ go out yesterday. Did you saw (§60)a movio? (@ere)/ Was you with your friend? 4 Speaking skills a Check the things you did last weekend in the “you” column. Add two more examples of your own, using the same verbs. 1 2 3 4 5 You ‘Went to a movie ‘Meta friend Saw a soccer game ‘Had dinar in a restaurant Went to a club Had a coffee in a café Who? (name) b_ Walk around and ask other students questions beginning Did you ...? Put their name in the “who” column. ¢ Ask and tell other students about what you found out. Laura went toa club and had dinner at a restaurant. Movies ‘Unit 10Speaking skills Work in pairs. Ask and answer these questions. 1 Do you recognize any of these people? Who are they? 2 What do they have 3. Which of these couples are still together? 4 in common? What problems do movie-star couples have? 2 Grammar: simple past In pairs, look at these verbs, Write their past-tense form in the correct column. If you need help, look at the irregular verbs on page 143. party be check stay leave whisper show | drink look think spend come bring advise Regular Irregular @ b Listen to check. LANGUAGE NOTE A regular verb ending ¢ Complete the rule, Add an example. Rogular verbs end in in the simple past tense. | witha consonant + y Ifthe verb ends ine, add _-d_. changes to ied in the Example: ied simple past. study — studied S 3 Pronunciation: simple past endings ae ete ed cia (@ Now listen and repeat the verbs. Unit 10. MoviesTopic: movie stars Pronunciation Reading Writing ‘Speaking Grammar simple past simple past endings rea wlting negative discussing movie newspaper article sentences stars and personal problems 1 Speaking skills T c\ Help students with vocabulary as they work on Exercise 1 in pairs. Get feedback in open class on students’ answers to the questions. The pictures are of Jennifer Aniston and Brad Pitt, Nicole Kidman and Tom Cruise, Melanie Culture note Griffiths and Antonio Banderas, Catherine Zeta Jones and Michael Douglas. They are all couples where both partners are famous screen actors and many of them have had widely reported problems with thei relationships. 2 Grammar: simple past ft &S Before starting Exercise 2a, check students understand the distinetion between regular and irregular verbs by asking them to give you examples of each type from the vocabulary in Lesson 2: worked and played; met and was; etc. Also check they understand that party can be used as a verb by giving them an example Do you like partying on weekends? and draw attention to the Language Noto for spelling. Have students listen to the audio for Exercise 2b and then check their answers in a pairs, Check the answers to Exercises 2a and 2c in open class and make sure all students have the correct answers. Prepare one set of 20 cards for each group of five or six students in your class. Write 10 Additional activity verbs and their 10 irregular past tense forms (e.g. see/saw, think/hought, and so on) on the 20 cards. Divide students into groups and give them a set of cards each. Ask students to spread the cards face down on the table or on the floor in the middle of the group. Each student then takes it in turn to pick up two cards. i they pick up a verb and its past tense, they keep the two cards. f the past fense is of « different verb, they must replace both cards face down again, Students try to remember where each card is. n each group, the student with the most cards at the end of the game is the winner. 3. Pronunciation: simple past endings ft ay Have students repeat individually and chorally in the pauses after each word as @ you play the audio for Exercise 3. The different regular past tense endings have three different possible sounds: /a/,//, or Pronunciation tip id). Ask students to listen again and then to tell you which ones end in t/ (checked and looked), which end in /d/ (stayed, whispered, showed, and advised), and which in /td/ (partied). Make sure students understand that only verbs ending in tor dare followed by ‘id/ (e.g. wanted, painted, needed), and all others end in either /d/ or t/ sounds. Regular: partied, checked, stayed, whispered, showed, looked, advised Irregular: was, le, drank, thought, spent, came, brought ‘Track 68 is the same as track 67, but has pauses for repetition.