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_Iongman.rom. Oopp:)!"Wflr0e5 © Pearson EducatJoo limrted 1000 All rights reserved; no par! of this pubhcaooo may be rep rod uced , stored in a retrieval system, or transrnrtted in any form or by any means, electronic, mechanical, photocopying, recordinq or otherwise, without the prior written perrnrsston of the copyright holders.
First published 2000 Fifth impression 2004 Set in ITC Officina Sans 10.5/12.5pt

ISBN 0 582 773164 Printed in Spain by Mateu Cromo, SA Pinto (Madrid)

Acknowledgements Illustrated by Chris Paveley (Paveley Arts). The authors and publishers would like to thank the following for their help in the development of this course: people

Argentina: Graciela Maria Cervera, M6nica Cetola de Simez, Elsa Pomi, M6nica Chiappero, Alejandra Lameiro, Charlie Lopez, Leonor Corradi, Marcela Grillo, Susana Rodriguez Ferreiro, Carmen Baroni, Carlassare Jorgelina, Diana Calleja, Ana Marla Prini, Gabriela Monetta; Colombia: M6nica Perdomo, Gina Francesconni, Lina Manzur, Santiago Gonzalez; Croatia: Nina Babic, Daska Domljan; Czech Republic: Nina Babakova, Jana Jllkova, Zdenka Kindlova, Nadezda Muzikova; Hungary: Feher Endre, Heitzmann Judit, MOOis Laszlone, Molnar Erzsebet, Paisz Szuzsanna, Simovrts Agnes, Urban Agnes; Lithuania: Manja Kleckovska, Daiva Oss, Rita Stoskiene, Regina Tamasiuniene; Poland: Anna Binek-Glabinska, lofia !3tonska, Aleksandra Duraj, Beata Filar, Wojciech GICl_binski,Ewa Komorowska, Anna Palugniok; Romania: Vera Elek; Russia: Natalia Evgenievna Golunova, Elena Yurievna Golubenkova, Julia Vladimirovna Serova, Natalia Viclorovna Majorova, Irina Vladimirovna Danilova, Valentina Vladimirovna Astapova, Irina Vladimirovna lharova; Slovakia: Jan Bobor, Darina Cesnekova, Elena Duqovicova, Maria GajdoSova, Dagmar Hrubantova, Jana Machajdikova, Marta Mackova, Eniko Tilkova, Marla Zelena; Turkey: Hulya Akaslan; UK: Christina Ruse, Claire Thacker; Ukraine: Irinia Dmimyeva, Nadezhda Dzuba, Yelena Gutsulak, Irina Lisovets, Nick Morris, Yelena Mosina. Cover photograph: Tony Stone

Photocopying The Publisher grants permission for the photocopying of those pages marked 'photocopiable' according to the following conditions. Individual purchasers may make copies for their own use or for use by classes they teach. School purchasers may make copies for use by their staff and students, but this permission does not extend to additional schools or branches. Under nocircumstances may any part of this book be pbotocopled for fe5oaJe.

Opportunities
Pre-I ntermed iate
Teacher's Book
Michael Harris David Mower

Anna Sikorzynska

Contents
What's in a Module? Key Features Teaching Help Students' Book Contents Teacher's Notes: Learning to Learn 1 Lifestyles 2 Heroes 3 Celebration 4 Money 5 Cyberspace 6 The Sea 7 Rhythm 8 Design Literature Spots Assessment Guide materials Answer Key Tests (photocopiable) Notes on photocopiable Photocopiable materials Language Powerbook Tests Answer Key

2 4 10
13

16
19 31 45

57 71
83

97
109 123

127
130 138 141 155

160

Longman

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..........t} . ...... aj-'" o....._~.-'!i.. (ornrnlmi(dtion 'lllllililll1iIBI~'Ii''_~ ~ll·~1 Jl~I:i!r~·~UIr~lIII.-........-_ ..........!iiiII:~ ~'CIII __ Pranunciattcu: She .~ ~.. itllM.. .... ~Lt.........i:lQ _ ......_"!II!..... vocabulary and pronunciation.."-V_ . ..._ I~..... ~ ......~... .. ~ t-Q_:f CQIi6L __ -~1IIIIIIi1lllill 1 ....JiwrrI'" '~"..JIIE'I ..._._~.. ~ilfRNII!I..~ AI" ...1iIIIIi".. _.~JiII""'''. Function File presents everyday spoken language.Or srud-ans to think about what has I:Ji:xn saJd or written.~. ... DI!.... ....l~~-"_""" ......-M..... 'I &-.~~ ... Strategies build readingflistening skills. 3 ..~~_-" ~......-*-Y¢ ..-III ...r AiiI... 1OIf II.a..M_o. iOI ...~ . _... rtg 1nt~rl!st .......I~ II! ~~~:...... _II1II' ... illt..In the Skills Focus pages.liII~"'''' 'I)~IIIIII'~........ ....._._ iIiIIIIi(..... 23 Going Ov~rs~as -"":JIIII!I'IIiIIIId' Writing and Speaking ~* ....-.. ~b Comparing Cultures gives a mini focus on a cultural aspect of the topic. Review pages revise grammar...~_....i!:b.= t: ........... .. li _~~1dII WkllIII"~ s~.. ~ . ..... IIIiI ~fllllTiCI!II!II~_ ~. 'JI'I(II!iI"~ 1B QUOTE . .. ....... I IIIIII: ....br.:... -'!JjII!III'liIIIIII"tu_ ..... ~~ ...'II..~ ..~a... "~II'Ia..-.. L._.... ~..1IIiIIII1. '" I 1............r---.. ... ~~..._ .l!.. ..... Speaking and Writing Workshops provide carefu!ly staged oroductive tasks. .... . _... .. .. . Before you start prepares students for reading and listening.... .iI_iIIII .._. ........ . -.. ..~Uoi~Ib:~~..-.-. ..I1:' ~jIIIII!~J iIIII: .a:.--~oIIIIIIIiiNI"""__' (1~-1111101!1:~~~"" -' ......... _ -' -. ....ut-.... ..... Talkback is a final stage . ~ . .... . . ~ r ~ ...""""'''''' Cross reference directs students to detailed Writing Help reference.t .. IJMIIIIII .. _...IIIa""--. ........ ~_.. UNQUOTE are famous quotations related to the topic..pe...

K~yf~atur~s
1 Topic-based modules
Opportunities is a five-level course that has been specially designed for the secondary school language learning context. The basic premise of the course is that secondary students learn English best when they are dealing with interesting and meaningful content. Thematic input provides a context for language and communication and supplies a series of cognitive 'anchors' for learning which are crucial in a monolinguallearning environment. The course is organised into eight topic-based modules. Within each module there are different sub-topics, which provide variety and at the same time explore the module theme in . depth (e.g. Module 6: overall topic - the sea; sub-topics - sea stories, at the seaside, going overseas, the undersea world). Each topic offers opportunities to explore three kinds of content: There is also a focus on English literature. Firstly, there are literary texts in the modules: Edgar Allan Poe (Moduie 6); and Sandra Cisneros (Module 8). There are also four Literature Spots which look at classics from English literature: Sir Gawain and the Green Knight by an anonymous fourteenth-century poet; A Christmas Carol by Charles Dickens; The Picture of Dorian Gray by Oscar Wilde; The Pearl by John Steinbeck.

2 Clear objectives, clear outcomes
One of the key advantages of Opportunities is that, throughout the course, there is a clear direction for learning. Modules, lessons and tasks all have carefully worked-out stages and all lead up to clear communicative outcomes.

i) Topics related to the student's

own world

a) The modules
Stage 1 - Warm-up
Each warm-up page introduces students to the module topic. It prepares them by focusing on key lexical areas and involves them through listening and personalisation activities. The module objective boxes give students clear signposts as to what they will be studying in the module.

Within each topic in Opportunities Pre-Intermediate, there are opportunities to explore concerns and interests that are directly related to teenagers and young adults: free time (Module 1); sports stars (Module 2); parties (Module 3); shopping (Module 4); going out/travel (Module 5); holidays (Module 6); music and dance (Module 7); fashion (Module 8).

ii) Cross-curricular

themes

However, there is always a serious slant and strong crosscurricular and extra-curricular elements. It is important to remember that secondary students are in a serious educational environment and there is an obligation to help them learn about the world: Science - information technology/ the history of the Internet! the effect of technology on our lives (Module 5: Cyberspace); different kinds of marine life (Module 6: The Sea). The Arts - different kinds of music and dance (Module 7: Rhythm); painting and architecture (Module B: Design). Business - dealing with money/awareness of consumerism and the importance of moral values/advertising (Module 4: Money). Social Studies - serious social issues such as homelessness (Module 1: Lifestyles), disability and racism (Module 2: Heroes), immigration and emigration (Module 6: The Sea).

Two of these are Grammar Focus lessons which provide grammatical input within the context of the theme. The remaining two are Skills Focus lessons, which develop all four skills and provide students with strategies for dealing with communication. They also provide students with explicit lexical and functional input.

Stage 2 - Four main input lessons

Stage 3 - Performance

Each module builds up to a Communication Workshop. These include writing and speaking tasks which enable students to use the strategies and language they have acquired throughout the module.

Stage 4 - Review/reflection

The Review lesson contains revision of the main language from the module. It is backed up in the Language Powerbook by 'test yourself' activities and a module diary, which enables students to reflect on what they have learnt in each module.

b) The lessons
The structure of the lessons mirrors the module structure by following the same basic stages of leaming.

iii)

Cultural

input

Culture provides the third strand of thematic input. Some of this is about different cultures around the world (e.g. Indonesian weddingsllndian festivals: Module 3). However, most of the input in the book is on English-speaking cultures: British TV programmes (Module 1); great campaigners such as Martin Luther King (Module 2); festivals in Britain and the US (Module 3); shopping and shops in Britain (Module 4): input about Auckland (Module 5); a British aquarium (Module 6); nightclubs in Britain (Module 7); buildings in Britain and the US (Module 8).

Stage 1 - Before you start

in this section of each lesson there are warm-up activities which introduce the lesson sub-topic and help to prepare students in terms of Iexis. In Grammar Focus lessons, the Before you start phase includes reading and listening tasks which provide the context for target language items.

Skills Focus lessons contain skills development activities (listening and reading) followed by a focus on vocabulary or lexis. Grammar Focus lessons have an

Stage 2 - Main input

4

INTRODUCTION explicit presentation stage, in which students work out rules of form and usage. All lessons lead up to a productive stage. In skills lessons, this involves writing and speaking activities related to the topic of the lesson- In grammar lessons, students take part in freer written or oral grammar practice, which is again related to the topic of the lesson.

ii) Staging - Communication activities are clearly staged.
This not only helps task achievement and builds confidence, but also develops students' awareness of communication itself.

Stage J - Main performance

iii) Integration

of skills - Skills are closely integrated so that students can use the information or ideas from one skllls activity while doing another.

c) The tasks
The tasks in the Communication Workshop are all staged in the following way. In this stage, students are prepared for doing the task. In the Writing Workshop, there is a model text plus work on style, linking and organisation. In the Speaking Workshop, the input phase includes a Function File, a short pronunciation exercise and work on communication strategies.

Example: In the Writing Workshop (Module 4) students produce an advertisement for a gadget that they have chosen or invented. In the Speaking Workshop they then have to 'sell' their gadget to their partners.

Before you start

4 Comprehensive skills development
Skills development throughout the five levels of Opportunities is systematic and all important areas of each skill are covered comprehensively.

Stage 1 - Preparation

One or more stages of each workshop involve students preparing their performance: brainstorming ideas; writing paragraph plans; planning what they are going to say; rehearsing useful words and expressions.

a) Reading
There is plenty of reading in Opportunities. Each module has one main reading focus lesson and there are also shorter reading texts in both the Grammar Focus lessons. Most of the Writing Workshops have model texts and extra reading practice is provided in the four Culture Corners and the four Literature Spots. There is a wide variety of different text types: magazine profiles; magazine articles and interviews; literature extracts; websites; questionnaires; advertisements; letters; reports; brochures; encyclopedia extracts; reviews. There is also a varied selection of reading task types: checking predictions: responding to open answer questions; answering true/false questions; matching headings or topics with paragraphs; sequencing pictures or texts; finding mistakes or discrepancies in texts; completing gapped texts with sentences; note and table completion; expressing personal reactions to texts; working out the meaning of words (through context/using dictionaries); focusing on linking words or other elements of text cohesion. Reading Strategies include the following: prediction; working out meaning of words in context; doing multiple-choice questions; identifying facts and opinions; matching topics and paragraphs; sequencing; gapped sentences; self-assessment. Literature Spots give students opportunities for more extensive reading and to develop some basic critical awareness. Background information about the period and/or the writer is also provided.

Stage 2 - Performance

Students use their notes and ideas from the preparation stage either to perform the speaking task (e.g. ro!eplayfdiscussion) or to write a draft of their composition.

Stage J - Reflection

In the Writing Workshop, when students have finished writing, they are encouraged to check their work and improve it, before giving it to their partners. Then, in the Talkback stage, students think about what they have written, react to what their partners have written or assess their own performance; and sometimes they act out a follow-up dialogue. This clarity of direction in Opportunities is not only confidencebuilding and motivating for students, but also helps to foster independent learning (see Section 10, Learner Development on page 9). This approach enables the teachers to plan interesting and rounded lessons, manage the class more effectively and assess the communicative performance of their students.

3 Process approach to skills
The development of all four skills requires a clear and explicit focus on the actual process of communication. This focus helps students deal with cornrnunlcatlon in English and, at the same time, increases their awareness of communication in their own language. i) Strategies - Strategies boxes contain communication strategies which can help students to deal with and overcome communication problems. Strategies are systematically developed and recycled throughout the five levels of Opportunities (see Section 4, Skills Development). Strategies boxes focus explicitly on different stages or aspects of communication and provide students with step-by-step procedures for dealing with them. After that, students have opportunities to carry out the strategies while doing a communicative task.

b) Listening
Each module has between four and seven listening texts. The Warm-up to each module has short monologues that help to introduce the module topic. The oral skills lesson has one main input text, which contains information relevant to the lesson topic. It is followed by a text (usually a dialogue) which contains functional language and which is focused on in the Function File. There are also some listening texts in the Comparing Culture sections. Speaking Workshops also often have dialogues which present language and there are five Listening Workshop tasks, all of which focus on a song. One short task is

INTRODUCTION

given in the Coursebook, but extra ideas for exploiting the song are supplied in the Teacher's Book. Listening text types include the following: radio programmes and documentaries; interviews; short monologues; descriptions; dialogues in a variety of contexts; lectures and talks; songs. Listening texts at this level mainly include standard British English, but some contain American and slightly non-standard English accents. The following task types are used: checking predictions; identifying speakers/contexts; matching speakers/texts; multiple-choice questions; listing; open answer questions; text and table completion; 'who said what?'; evaluating difficulty; reactions to texts; identifying important words; note-taking. Listening Strategies include the following: prediction; true/false questions; getting the general idea; focus on important words; listening for specific information; multiple-choice questions; self-assessment.

Layout

Gives students a model paragraph plan.

Useful Vocabulary Provides students with vocabulary useful to carry out the task. Linking Gives examples of useful linking words which have been looked at either in the model text or a previous reading text. Checking Has questions to help students revise their first drafts in terms of content, grammar, lexis and spelling. To further help students with checking, there is a Common Mistakes Checklist on page 112 of the Language Powerbook. This is a list of common grammatical mistakes that students make, especially when writing. Students can use this ust to check their composition for mistakes before giving it to the teacher. They can also add their common mistakes to the list. The Language Powerbook also has a section on writing in each module. This includes more work on linking, systematic development of punctuation (capital letters, full stops, commas, apostrophes), work on problem spelling and guided writing activities.

c) Writing
Each module has one major writing task in the Writing Workshop. However, there are suggestions for extra writing in the Teacher's Book, and the Language Powerbook includes a gUided writing activity in each module. The following text types are focused on in main writing tasks: a personal letter (Module 1); a story (Module 2); a description of an event (Module 3); an advertisement (Module 4); an Internet page or brochure (Module 5); a report (Module 6); a concert review (Module 7); a description of a place (Module 8) Strategies for the different stages of writing are focused on systematically in the Writing Workshops, but there are no explicit Strategies boxes. Strategies are integrated into the stages of the Writing Workshops. Extra ideas and language are also given in the Writing Help section at the end of the book. In Opportunities Pre-Intermediate, the following strategies are looked at: brainstorming ideas (using questions/timelines/ networks); audience awareness; paragraph planning (USing diagrams); drafting (using useful vocabulary and linking words); checking (contenUgrammar/spelling); self and peer assessment. Writing Workshops are carefully staged (see Section 2 of this introduction on page 5). In addition to this, in the Talkback stage, students have a chance to read, use and react to each other's writing. Exploiting students' own writing can be very important, as it helps students to see writing as a real communicative activity, not simply the production of a 'composition' for the teacher. There are model texts in all modules and these are usually in the Writing Workshop. The following aspects of writing texts are focused on: layout and paragraph organisation: style; use of linking words and expressions. The following linking areas are looked at in Opportunities Pre-Intermediate: informal linking words (anyway, well, etc); time linking words (when, after that, etc); linking words of addition (also, plus, in addition to, etc); linking words of contrast (however, although, etc); purpose (so that). The Writing Help provides students with guidance and help at every stage and is an important aid to learner independence. Each Help has the following sections:

d) Speaking
There are speaking activities in every lesson of Opportunities Pre-Intermediate. Within the course there is also a variety of whole class, pairwork and groupwork activities. The Warm-up page has short personalisation exercises (usually pairwork activities) which encourage students to relate their own personal experiences to the topic that is being introduced. The Grammar Focus lessons have guided drills which lead on to more open oral practice. The written skills lessons finish with a staged speaking activity related to the topic of the lesson (e.g. inventing and finding out about someone's routine - Module 1). The oral skills lessons have guided practice of the functions which appear i,., ~he Function File and more open speaking activities (especiau r roleplays and opinion gap activities). based on the topic and situations covered in the lesson. The following functions are focused on in the oral s,as lessons: expressing likes and dislikes (Module 1); expressing opinions/agreeing and disagreeing (Module 2); giving advice/congratulations/showing surprise (Module 31;shopping and bargaining (Module 4); making suggestions/telephoning (Module 5); interacting with your interlocutor/giving opinions (Module 6); asking for, giving and refusing permission (Module 7); describing places (Module 8) The Speaking Workshops have the following tasks: a class survey (Module 1); discussing famous people (Module 2); a party roleplay (Module 3); a selling game (Module 4); a holiday problem solving activity (Module 5); a pubic debate (Module 6); a group roleplay (Module 7); pairwork discussion of a painting (Module 8) Speaking Strategies are looked at either in the ora! skills lesson or in the Speaking Workshops. The following strategies are looked at either in Strategies boxes or in the Function Files working in groups; preparation for speaking; asking for repetition; bargaining; dealing with mistakes; interacting; ways of expressing yourself fluently. The Language Powerbook provides additional practice of the functions presented in the oral skills lesson.

looking for words that are similar in their own language. the Present Perfect. Present Perfect (3). Listening Strategies help students to focus on important words (or content) when they are listening and help them to guess when they are not sure. Students are provided with plenty of back-up grammar reference. students use the isolated examples of grammar and the context provided by the text to work out and formulate rules of usage in a guided way. spontaneous decisions/time clauses. modals. Further consolidation of target grammar in ea ~ IS provided in the Review lesson. It is a good idea to encourage your students to use their minidictionaires in every lesson. a difficult tense for many learners. the Passive (present/past). Initial activities get students to discriminate receptively between different usages They are often followed by activities in w ich students use the target structure in a very guided woy [often through gap-fills). At the same time as Il<WIg grammar practice exercises. there are plenty of opportunities for students to actually use vocabulary in context. 6 A three-dimensional vocabulary approach to students' particular difficulties. Grammar Focus lessons alternate with Skills Focus lessons in each module and a total of sixteen major grammar areas are dealt with. Then. In the Language Powerbook. there is the Mini-grammar. using dictionaries. which come after every two modules. Opportunities Pre·lntermediate both revises structures that students w!1 have seen at elementary levels and presents new grammar. where there are explanations of the rules and further examples. In the Coursebook. students are usually deve " 1'e tnerne of the lesson and of the module. The Mini-dictionary plays an important role as it gives students much greater confidence when approaching new texts and increases their independence when reading in or out of class. each lesson • :::-12 Language Powerbook is closely linked to a Cou =s. a) Dealing with vocabulary in context Students always encounter new lexis in their language learning experience and often develop strategies that can be negative (e. These pages focus on particularly difficult areas for many students: articles. trying to understand every word or looking up every word in the dictionary). ~y (*I**f***) Finally. 'will' and 'going to'.~ 7 . it helps students to deal with lexical items in context. Finally. thirdly. Present Perfect (1). Firstly. The Present Perfect. Present Perfect to talk about the indefinite past (Module 2). a) Before you start Students :irst do tasks on reading and listening texts which develop the module topic and introduce a new sub-topic. determiners and qualifiers (some/any/no/a fotof/many/much/ aillnonefbothl neither/the other/another). students have the chance to build up their own personal lexicon. prepositions of place/direction/time. relative clauses (3). F .g. students' attention is focused on the target grammar items in the text. ThiS course provides a comprehensive approach to vocabulary learning on three levels: firstly. Similarly. Past Simple and Present Perfect (2). The main grammar areas are as follows: Present Simple and Present Continuous. at the end of each module in th:el. This contrastive approach is developed further in the Language ProblemSolving sections. which tests the grammar in the module and a Check Your Progress. which tests all the grammar done so far in the book. The Mini-dictionary also contains a pronunciation chart and list of phonetic symbols.. looking at the part of speech. Present Perfect to talk about states (Module 6). The grammar syllabus has been developed to take account of The approach to grammar in the Coursebook contains contrastive elements and focuses on areas of particular difficulty for speakers of different languages. they are directed to the form of the new grammatical structure (often involving table completion]. comparison of adjectives. Powerbook there is a Check Your Grammar section. c) Practice Practice activities are carefully graded and get students to apply the rules that they have just discovered. they are referred to the Grammar Summary at the back of the book. In Opportunities. The approach to grammar is clearly staged. A bilingual or monolingual Mini-dictionary also comes with Opportunities. secondly. question tags. The texts are semi-authentic and contain clear examples of the target structure However.. When texts (particularly listening texts) contain a large load of new vocabulary.scn and contains graded grammar tasks at three Ie e: 0:::. is looked at In three different places in the Student's Book: Present Perfect to describe results in the present (Module 1). First and Second Conditionals. The particular choice of examples in the Minidictionary shows students vocabulary in a different context to extend their knowledge of language and draws students' attention to typical collocations so that they are immediately aware of words that go together. a lot of attention is given to the development of Reading Strategies which help students deal with words: working out the meaning of words from the context. Then. It is organised in the same way as most good ELT dictionaries to get students used to and confident in using dictionaries. Also.ey do freer written and oral practice. in which students can discover grammar themselves and work out rules of form and usage before comparing them with those in the Grammar Summary at the end of the coursebook. students move on to doing p o ive but guided written and oral practice activities. the Grammar Summary provides a list of rules and examples.INTRODUCTION 5 Discovery approach to grammar cooonuoues uses an inductive approach to learning grammar. modals (must/mustn't/have to/don't have tofcanlcon'tlshouldlshouldn't). important items are also pre-taught through Key Word boxes. b) Presentation In this stage. The Mini-dictionary includes all words used in the Course book and the Language Powerbook that are preintermediate. at this stage students only concentrate on the meaning of the text. which is a highly comprehensive grammar resource for students and teachers to use both in and out of class. future arrangements and intentions. Past Simple and Past Continuous.

Throughout the module. These concentrate on key lexical sets and lexical features introduced in the lessons. Grammar Focus lessons in the Language Powerbook have Word Corners.irregular verbs and questions in the Past Simple.question forms with different tenses. At this level. adjectives . The major features covered in the Vocabulary section of the written skills lessons throughout the book are as follows: cognates. getting students to add to the list and focus on features of pronunciation. Module 3can for ability and permission. Key lexical areas are presented to students explicitly through Key Word boxes. c) Using vocabulary in context Students build up vocabulary as they work through a module so that when they get to the Communication Workshop at the end of each module.INTRODUCTION b) Learning vocabulary in context The topic and sub-topics of each module provide cohesion for the learning of new lexis. Grammar Focus lessons also build closely on w at has been done earlier in the book. .stressed and unstresseo words in extended speech. Further new vocabulary is presented in reading texts. there is more consolidation in the Language Powerbook. In Review lessons. Lesson 29: descriptive adjectives in text Lesson 30: house and architecture words Lesson 31: fashion words/physical description Lesson 32: house words Communication workshop: write a description of a house. short exercises which recycle vocabulary from the lesson. the Word Power section revises and recycles lexis from the module and includes a word game. Both Communication lessons have important Vocabulary sections.the form of the Present Simple and Continuous and time adverbials (e. which provides an organised lexical and functional reference for the module vocabulary. compound words. la:l 1. linking words) is thoroughly recycled in Opportunities: a) across levels The language syllabuses in Opportunities Pre-In[errrJediate build on what students may have done in Opportun. Writing Workshops are supported by the Writing Help. 8 Recycling Language (grammar. Lexical features are illustrated systematically. which has a section on useful vocabulary and on useful linking words and expressions. students are not expected to know the phonetic symbols (these will be introduced explicitly at Opportunities Intermediate). intonation for questions. thus helping students to systematise their vocabulary learning. intonation for showing surprise and interest. multi-part verbs. c) across lessons 7 Pronunciation Pronunciation is dealt with systematically in Opportunities Pre-Intermediate. Finally. The areas looked at are: Module 1 . In the Key Word Bank section of the Language Powerbook students revise the sounds. lrel lei. at seven o'clock). IdJ 1£1. In addition. the following features are covered in Pronunciation exercises: intonation for hesitation. Example: Module 8: Warm-up: paintings .t. discuss a painting. Grammar items are often previewed or practised in Skills Focus lessons and students have more opportunities to use the target grammar in the Communication Workshop. Module 7 .:113:1. word stress patterns and intonation looked a[ in the module.. thus 'anchoring' the items more firmly in their memories. they have enough vocabulary to use it productively to write on the theme. Two main areas are looked at: features related to specific language areas and communicative functions. supra segmental level (dealing with features of extended speech). Students can link new items into a thematic context.g. Short exercises go with this. Module 6 position of adjectives and adjectives + too and enough. interest for politeness. British and American words. Module 8adjectives with prepositions and common multi-part verbs.ed/ing. In the Warm-up section of each module. vocabulary. Finally. Other lexical features are looked at after texts and are also revised and consolidated in Review lessons. functions.style/content etc. prominence .es Elementary and extends their experience of the language Grammar items are particularly revised in the Coursebook and in the Remember section of the Language Powerbook. The same is true with grammar. collocationdo and make. vocabulary and functional language is constantly recycled within a module. Module 2 . Students are encouraged to have vocabulary books (Module 0 -learning to Learn) and the Language Powerbook helps them to build up their own personal lexicon. those sounds which are difficult for students due to interference from other languages. In oral skills lessons.how much and how many and there is and it is. After the last core lesson there is a Key Word Bank. /s//al IJlltJI. b) across modules Lexical and functional items are recycled careiully across modules. It is accompanied by a Word Tip which suggests strategies for organising and remembering new lexis. both at the level of individual sounds and at a Because of the thematic nature of modules. Ir/.III Ii:! Word stress patterns are also presented. In the Remember sections of the Language Powerbook smaller but important grammar points are revised and practised. Key Word exercises help to build up topic related vocabulary. important vocabulary relevant to the topic is revised and presented. Sounds exercises deal with the following problem sounds: /1l]/ln/. phonetic symbols are given in Review lessons and the Mini-dictionary contains phonetic transcriptions plus a reference list of the symbols. Key Word boxes provide students with useful vocabulary that they can use when doing the communicative tasks. Module 4 . wordbuilding. Module 5 . collocation.pronouns and possessive adjectives and 'zero' conditionals. However.

Finally. . These prepare students for using the course by making them aware of the different components available to them. thus developing their ability to handle communication on their own. New Zealand. in the Language Powerbook. The Coursebook and Language Powerbook provide activities to encourage learner independence. expressing facts and opinions. Three star activities contrast structures in context or involve less guided exercises. Here students reflect on the differences between the target cultures and their own. Unquote spots. The Check Your Grammar and Check Your Progress sections allow students to check their learning of grammatical structures and identify any problem areas. interacting in conversation (Module 6).. structure of different kinds of texts. students have opportunities to analyse and reflect on their learning from the module. plus suggestions for exploitation. teachers can give more proficient students additional reading. Some spots also provide extra cultural input in the form of short listening tasks (e. while stronger students can be expected to finish all of the Language Powerbook exercises. informal requests for permission (Module 7). Opportunities provides many chances for students with less knowledge/ experience of the language to build up their knowledge and do extra practice (e. The graded grammar activities in the Language Powerbook are important in mixed level or ability classes. referring students back to the module objectives at the beginning of the module and to the Mini-grammar to review any aspects of grammar that need clarifying or further work. This IS supplemented by the Comparing Cultures spots in the Skills Focus lessons. More cultural input is provided in the Culture Corners which appear every two modules. Cultural aspects of oral communication are examined in Function Files: formal and informal agreeing and disagreeing (Module 2). Edinburgh. Cultural elements in written language are focused on in Writing Workshops and backed up by information in Writing Help. When doing Grammar Focus lessons they can refer to the Grammar Summary and then the Mini-grammar sections for extra explanations. London. The Module Diary gets them to reflect on their learning in the module. Finally. also provide interesting cultural insights. the Writing Help section gives students extra help and guidance when doing the task in the Writing Workshop.task on British campaigners). At the same time. telephoning (Module 5). Module Diary. Key Word Bank (lexical reference). the following subjects are looked at: Food in Britain. They develop learner independence by helping students to use the Mini-dictionary.. Background information on the quotes is provided in the Teacher's Book. Quote . polite discussion (Module 8). Lesson 6 . through self-assessment. the Language Powerbook mixed level exercises and extra suggestions in the Teacher's Book). there are three introductory 'Learning to Learn' lessons. which appear throughout the coursebook. etc to maintain their interest and enthusiasm for Interacting with the language. In Opportunities Pre-Intermediate. tasks and help one another with ideas. recognises the fact that students in the same class often come from different experiences of language learning in primary school (or lower secondary school) and therefore are at different levels in the same class. When doing reading and vocabulary tasks students can always refer to the Minidictionary. Before Module 1. Throughout the lessons. Weaker students can thus be encouraged to concentrate on one and two star activities. Two star activities are a little more complex (often with a focus on use in context and contrasting different structures). style in reports. Check Your Grammar and Check Your Progress (self-test sections). There are also elements in the course that cater for mixed level or mixed ability classes by giving students different options such as the Literature Spots and Culture Corners. clear signposting of exercises. Each module begins with clear module objectives (In this module you wilL) which give students a clear idea of what they will be studying. These consist of factfiles and magazine articles plus accompanying tasks. bring different skills to the Opportunities The following elements in the Coursebook and the Language help students become better learners: Coursebook: Module Objective boxes (at the start of each module) Strategies boxes (communication strategies in Skills Focus lessons) Writing Help (back-up for Writing Workshops) Grammar Summary (rules and examples of grammatical structures in the Coursebook) Mini-dictionary (dictionary that goes with the Coursebook) Language Powerbook: Grammar Index (a list of structures explained in the Minigrammar) Mini-grammar (detailed grammar reference) The Language Powerbook also has a series of elements that facilitate learner independence: graded grammar practice exercises. awareness of their individual grammatical knowledge. shopping and bargaining (Module 4).INTRODUCTION 9 Culture Input about English-speaking cultures appears frequently in lessons.g. means that students can work on their own as well as with help from the teacher. These skills and habits will make them better students throughout their educational lives. the Literature Spots help students learn about important stories and writers from English literature at the same time as developing their extensive reading skills. Word Corners and Vocabulary Tips (exercises and tips that help students remember vocabulary). in practical terms. One star activities are more simple (based on form). In Opportunities Pre-Intermediate these areas are looked at: informal style. At the end of each module. Over the four levels of the course. the Strategies boxes add to students' repertoires of communication strategies. Many of the components of the course create an 'infrastructure' for learning that. students are encouraged to develop as independent and active learners of English. Powerbook 10 Learner development Learner development is an important feature in Opportunities. It also develops students' awareness of different learning styles and. Workshops give students a chance to work together. by organising their vocabulary books and by setting up their grammar notes. social interaction at parties (Module 3). formal vs.g.

See ideas in the Assessment Guide (page 129) for integrating self-assessment with test results and your own assessment. Writing Help. Time spent at the start of a course organising vocabulary books. Then practise some of the sounds that appear. 52 Time for reflection. 51 Use the module objectives at the start of each module. getting students used to the self-study features of the Coursebook or increasing student awareness of reading or writing will pay dividends throughout the year as learners become more effective students. it is useful for students to rehearse the phrases and expressions out loud. page 127. If we get students to do self-assessment it is important for us to listen to them. Grammar Index. 50 Encourage students to keep learner diaries. If they find it very difficult to pronounce a word or expression.INTRODUCTION 43 Encourage individual practice. not during oral communication activities. Use the Module Diary in the Language Powerbook to reflect on the module and their results in the Check Your Grammar and Check Your Progress sections of the Language Powerbook. Ask students to think about which of the objectives will be most important for their individual learning. Write down the mistakes and afterwards put them up on the board and get students to correct them. Give students five minutes at the end of each week to think about what they have done and complete the Module Diary at the end of each module in the Language Powerbook. 12 . (See assessment of speaking in the Assessment Guide. In the preparation stage of a speaking activity. Remember that shy students need extra praise and support. Remind students of all the self-study features in Opportunities and encourage them to use the Grammar Summary. Mini-grammar. 53 Link self-assessment with your own assessment. Mini-dictionary. 44 Always reward effort and participation In speaking activities. Ask students to tell you what they have learnt from the module in terms of content. offer them an alternative phrase. 45 Give marks for oral performance to emphasise the importance of speaking practice. 49 Self-study features. Learner development 48 Learner development is Investment. 47 Get students to make a list of words they find difficult to pronounce.) 46 Only correct afterwards.

etc) mood (calm) 5 Local Heroes (pp.planning paragraphs Time Linkers: suddenly. Function: expressing opinions (In my opinion/l thinkl I agree/l don't agree) Pronunciation: stressed words Vocabulary: causes 1 Listening: character descriptions from films Reading: magazine article . jobs (police officer.agreeing and disagreeing (Oh. 4) Leamer questionnaire: What Kind of Learner Are You)' Book contents/Features of the Book B Words (p. give up. translations I 1 LIFESTYLES LESSON I Ip. negative (awful..31) 13 .Stud~nts'Book (ont~nts LEARNING TO LEARN A Starting Off (p. 11 enjoy doing . etc.- Vocabulary: adjectives . 6) Self-test of basic grammar/Organising grammar notes: tables.'A Couch Potato' I I Warm-up I 1 A Perfect Day?! Vocabulary: TV programmes (soap opera. in the end. Grammar and vocabulary revision Eating in Britain Language Problem-Solving Pronunciation: /9/ mllf/Ilfl 1 (p. etc) Reading: magazine interview . documentary.'Martin Luther King' Listening Strategies: listening to cassettes Speaking: discussion Comparing Cultures: British campaigners Reading: magazine article . come off it. lists. time lines.personality Igenerous. 19) . 18) I Writing: personal letter: informal syle .. etc). 7) LANGUAGE Vocabulary: lifestyle adjectives (boring.'True Life Drama' -- 7 Sports Stars (pp.-'-"--_.28-29) Review Ip. etc). feelings or opinions Present Continuous: activities happening now or a present activity that happens regularly over a short period of time I 2 Relaxing (pp.I6-17) ! i Review (p.) Vocabulary: feelings Vocabulary: 'good friends' and 'false friends' Listening: radiO programme (interview) Listening Strategies: prediction Speaking: likes and dislikes Reading: dialogue 4 Going Underground (pp.5) Reading: 'Language' Reading Strategies: using dictionaries Organising vocabulary books C Grammar (p.20-21) 6 Campaigners fpp·22-23) I i I Grammar: Past Simpie and Past Continuous We were driving along when a car drove past us. kind. informal linking (anyway/wetn Speaking: a class survey Key Words: leisure Speaking Strategies: group work Pronunciation: questions Grammar and vocabulary revision Pronunciation: IIfj//mf 2 HEROES I I I I I Warm-up (p. When we got there we saw three people trapped inside.. etc) Grammar: Present Perfect (2) and Past Simple Present Perfect for indefinite past with yet and already I I I 8 Superhero (pp_ 26-27) Communication Workshop :pp..12-13) Function: preferences (I can't stand doing . 30) Vocabulary: multi-part verbs (come to. busy.contractions. etc) Pronunciation: hesitatron (mmiwelllyou know) Grammar: Present Perfect (1) To talk about actions that happened in the past and have clear consequences in the present (The parrot has escaped.'The Williams Sisters' Vocabulary: adjectives .) Speaking Strategy: preparation for discussions Listening: song ('James Dean' by the Eagles) Writing: a story .14-15) Reading: magazine articles .8-9) etc) Grammar: Present Simple and Present Continuous Present Simple: activities that are repeated regularlyl present states.Christopher Reeve Reading Strategies: working out meaning of words Speaking: interviewing partners I I Speaking: discussion .'Underground in New York' and 'Escape from the Big City' Reading Strategies: prediction Speaking: routines Comparing Cultures: City vs Country Communication Workshop (pp. .24-2S) I Listening: radio programme .opinions. (pp. I Positive (brilliant.32) articles Culture Corner 1 (p. shepherd. etc) SKILLS listening: monologues Reading: magazine profile .1O-11) 3 Eccentrics (pp.

54-55) Review (p.STUDENTS' BOOK CONTENTS -- 3 CELEBRATION LESSON Warm-up (p. adjective endings (ed vs.'Auckland' Reading Strategies: matching topics and paragraphs Speaking: planning a weekend Comparing Cultures: New Zealand Writing: an Internet page . market dialogue Speaking: shopping Comparing Cultures: bargaining Reading: questionnaire . lend.:i. .. 48--49) 15 Your Money (pp.57) Language Problem-Solving 2 (p. a lot of/many/much I Listening: identifying people Reading: profile of ex-millionaire . Grammar and vocabulary revision -- I I _. Vocabulary: celebrations (christening.. not have to.~~.'Living in Indonesia' Listening: dialogues Listening Strategies: understanding the general idea Speaking: giving advice.SO-S1) 16 Adverts (pp.40-41) Communication Workshop (pp. 44) ). ~\.a place to celebrate . Money.66-67) -COmmunication Workshop (pp. etc ~ I I ---_----..'The History of the Internet'l dialogue Listening Strategies: important words Speaking: going out Reading: websites. both/neither. I J I Listening: predictions Reading: magazine article .'The Telephone Cali' by Kraftwerk I Grammar and vocabulary revision Pronunciation: Itt 14 .1 ")' f I m Fn~\h~ _I_) . congratulations Reading: information on British festivals 9 Christmas (pp.46-47) - Vocabulary: verbs to do with money (borrow._ ·1.52-53) Communication Workshop (pp.62-63) l I Listening: radio programme . can't. should. carnival. too) Writing: an advertisement .planning Speaking: selling game (modifying adverbs) listening: song .'Money. etc).64-65) 20 Virtual Tourism (pp. 59) Vocabulary: science. useful. can.34-35) -~- ~"-- I -_. dialogues 19 Virtual Reality (pp. asking for repetition (I'm sorry') Writing: party description . 70) Grammar: First and Second Conditionals If it's good.-j tl/ ..'How Careful Are You With Money?' Reading: advertisements Reading Strategies: facts and opinions Speaking: describing gadgets I I c~unciat~on: /re/le/ Culture Corner 2 (p. Money' by Abba Grammar and vocabulary revision Scotland .68-69) Review (p. e-mail. shouldn't Function: giving advice (You should/shouldn't congratulations (Well done') Grammar: Passives Children are given sweets.verbs and nouns (have tea. etc) Grammar: some/any/no. we'll go camping. science fiction.: :t:~·: SKILLS .planning/note-taking Speaking: planning a holiday resort Speaking Strategies: dealing with mistakes Listening: song . etc) Vocabulary: collocation . have/can't/don't to have to [ ~--'~--'-'-----_ 5 CYBERSPACE Warm-up (p. Halloween was begun by the Celts.'Charles Gray' --'-'--- 14 The Right Price (pp. 33) LANGUAGE rr.'The Purure of Cyberspace' 17 Tomorrow's World (pp. ti we had virtual reality holidays.6G-61) 18 Websltes (pp. etc) Grammar: Predictions will and going to Function: telephoning/suggestions Pronunciation: important words (Do you fancy?) . play the piano. 10 Weddings (pp. Vocabulary: collocation (do and make) linking: addition (as well as." .---. ing) Linking: addition (also. I 11 Parties (pp. 56) ..'j I I I I I I I Listening: radio interview.. the environment Vocabulary: Internet words (the Net. 58) musttmustn'tlneedn'tt.38-39) 12 Seasonal Festivals (pp.:n 1! HI i . ..42-43) Review (p. etc) i I I I Reading: tourist website .36-37) Grammar: have to.'Memories of Christmas' Reading Strategies: multiple-choice questions Speaking: childhood memories Comparing Cultures: celebrations Reading: internet page . Function: shopping and bargaining ('It's not worth Pronunciation: intonation for politeness Vocabulary: shopping Grammar: al/lnone.diagrams for planning Time linking: while. either. after that.---- Pronunciation: word stress ! 4 MONEY Warm-up (p. I Speaking: party roleplay Function: showing surprise (Really?). we wouldn't have any problems with the weather. etc) Listening: identifying celebrations Speaking: recent celebrations Reading: autobiography extract . 45) I-13 A Material World (pp. another/other/the other/the second Vocabulary: opinion adjectives (reliable.

ll0) Pronunciation: iI//i:/ Question Tags Culture Corner 4 (p. etc) Speaking Strategies: expressing yourself fluently (e.STUDENTS' 6 THE SEA I BOOK CONTENTS '. etc) Vocabulary: compound words (weI/-known. 120-1231 Literature Spot 3 'The Pearl'. sofe/sofety/unsofe/sofely) Linking: time linkers (afterwords. rooms (sitting room) Vocabulary: British and American words (rubbish vs.88-89) 27 Cool Britannia? (pp. etc) Vocabulary: holiday activities Grammar: Present Perfect (3) to describe something that started in the past and continues in the present (We've been here for two weeks.:". 100-101) 31 Style Ipp. Listening: identifying paintings 29 A Matter of Taste (pp.J_ .72-73) _- . 112-1 i 3) Literature Spot 2 'A Christmas Carol'. by Charles Dickens (pp 114-115) Irregular Verb List lp.83) I 7 RHYTHM Warm-up [p.'I Am Sailing' Vocabulary: the environment Grammar and vocabulary revision New Zealand Pronunciation: /0:/ /~:/ /3:/ Language Problem-Solving 3 (p. 102-103) I Listening: documentary . using your hands) listening: song 'Our House' by Graham Nash Grammar and vocabulary revision London Language Problem-Solving 4 (p..'Don't Say You love Me' by the Corrs Grammar and vocabulary revision Pronunciation: /dJ ill 8 DESIGN Warm-up (p.. Grammar: Relative Clauses ( wear clothes which match my hair.. 84) . painting words (abstract.C:-<J r1 ~ LANGUAGE ~" '. Present Perfect and Past Simple .90-91) 28 Performance (pp. squid. woltz. etc).71) Sea Stories (pp.:~'Pf"'ofs Reading: art exhibition brochure .R. Communication Workshop (pp 94-95) Review (p 96) Writing: a concert review Linking: although Speaking: group roleplay Speaking Strategies: avoiding translation Listening: song .74-75) 23 Going Overseas (pp. features. garbage. Function: permission (Is it all right if Pronunciation: unstressed words 1) Listening: documentary . .". landscape) Vocabulary: adjectives .'Metropolis' by George Grosz Function: discussion (in the background.118-119) (pp.76-77) 24 Undersea World (pp.. common. I'm getting married in June We are going to Arizona.'Japanese Prints' I 30 Great Buildings (pp.21 Vocabulary: leisure activities..'Emigration' listening Strategies: listening for specific information Comparing Cultures: British emigration and immigration Reading: a brochure .opposites (light/dark) Grammar: Prepositions of place/direction/time Vocabulary: architecture words !period. 25 Let's Dance (pp.thlnking of pros and cons Linking: a contrast (on the one hand/on the other hand. 97) I Vocabulary: art. etc) I I 32 Dream Houses (pp.g.1 r.i( them up as soan as school finishes.82) Listening: radio programme . kinds of music (heavy metal.86-87] I Vocabulary: dances (tonga. etc) Speaking: a public debate Function: giving opinions (10m totally against the pion) Listening: song . 85) . 111) Writing Help (pp.'. 104-105) Vocabulary: houses (flat.·i Culture Corner 3 (p.98-99) t>~·.~"-::' -_.'Dance' Reading Strategies: gapped sentences Speaking: questionnaire Comparing Cultures: folk dances in the British Isles Listening: interview with rock star 26 On Tour (pp.~ LESSON Warm-up (p. etc). etc) I I I Communication Workshop (pp..'The House on Mango Street' by Sandra Cisneros Reading Strategies: self-assessment Speaking: describing rooms Comparing Cultures: a British house Writing: describing a house Linking: so that Speaking: discussing a painting .'British Night Life' Listening Strategies: multiple-choice questions Speaking: asking for permission Reading: concert review .P..78-79) Communication Workshop (pp. adjectives (hairy. special effects. etc) Grammar: will for spontaneous decisions/time clauses I'll go and pic. by Oscar Wilde (pp. etc) Grammar: Comparison of adjectives bigger than/ more intelligent than/less interesting thon/(not) as big as Reading: short story . 92-93) Grammar: Future arrangements and intentions On the 15th we ploy at Wembley Stadium. 108) I I I Reading: short story . by John Steinbeck (pp. Listening: identifying activities '. etc) Function: describing places (It looks as if it's in the water) Pronunciation: speed direction Vocabulary: hair and clothes (curly.. etc). adjectives Vocabulary: wordbuilding (e.'Penryn Undersea World' I i f---- Writing: a report .f . SKILLS ~Jr~. etc). 116-117) Literature spot 4 'The Picture of Dorian Gray'.( .)\r:~ F~~. 109) Literature Spot 1 'Sir Gawain and the Green Knight' (pp. I Listening: identifying dances _~"iI:.) Function: interaction (You know what ( mean') Pronunciation: showing interest (Yes?) Vocabulary: marine animals (crab.'My Favourite Buildings' Listening Strategies: self-assessment Speaking: describing a building Reading: fashion magazine article . rock music..'All Change' t-srurt.'The Maelstrom' by Edgar Allen Poe Reading Strategies: sequencing Speaking: disaster situations Reading: a personal letter 22 At the Seaside (pp. poor. adjectives (disappointing.'Alanis Morissette' Vocabulary: concert words (lighting.l06-107) Review (p. etc) Reading: CD encyclopedia extract .g. 124-128) G1"ammarSummary 15 .80-81) Review (p.

Reassure your students that there is no single 'right' way of learning but encourage them to experiment with different strategies to find out which are most helpful. then in groups of four (formed of two pairs). Possible problems Some students may have problems in the grammar section and will need extra practice either in class or as homework.L~arning to L~arn A Starting off Objectives • To provide familiarity with the new coursebook and arouse interest.g. summary. show. The parrs take turns to make a statement about what is in the book. stress. culture. then compare their answers in pairs before you check answers as a class.Module 1 Money .Module 3 Lifestyles .Module 4 Rhythm . • Students then work in pairs reading items a-e and looking through the book to find the relevant sections. remember. ask them what they have most liked and what they have least liked in their previous English classes. • Read through items 1-5 with the class and pre-teach the words in these items. partner. • Students then close their books. virtual reality. some of the grammar Exercise 4 Useful vocabulary: problem-solving. millionaire. areas. Exercise 3 Useful vocabulary: aquarium.Module 2 Design . . focus. ask them which topics they think they will find most interesting and why. surfing the Internet. article. • As you check students' answers. relaxed. • Before students look at the exercise. You can elicit or present these words during the activity suggested below (before doing the exercise). Reassure them that there is no one correct answer. • Students read the questionnaire and think about their answers working individually. Mini-dictionary. • Get students to discuss this first in pairs. o If you have time. Encourage students to exchange views about how they learn English and what works best for them.Module 7 Resources used Students' Book. can. This exercise trains students in skimming through a book to locate general topics. grammar. • To revise and practise grammar. composition. nightlife. reference. eccentrics. nervous. vocabulary and reading skills. You may like to give them examples from your own memories of learning English at school.Module 8 Celebration . Exercise 1 Useful vocabulary: alone. develop the dictionary work in Exercise 3 (page 5). hero/heroine. • To increase students' awareness of different learning strategies. ask them to give a page number for each feature. festivals. • Students may be interested to produce a class chart to find out what are the most popular preferences. give exercises for homework. I Answers ·1d 2e 3a 4c 5b Exercise 5 • Students work in pairs looking more closely through the book and asking each other questions about the pictures and the sections of a module. e. Don't pre-teach all these words.Module 5 Heroes . but encourage students to guess the meanings as they do the exercise and look through the book. Encourage students to ask you for help if they need it. getting students to find other words with several meanings. phrases. spot. Answers Cyberspace . Background Research into how students learn foreign languages has shown a range of different learning styles and strategies. • When students have checked their answers. tip. • To encourage record-keeping of new vocabulary and grammar. Routes through the material o If you are short of class time. This exercise trains students in reading to identify the purpose of a text. Exercise 2 • Students work in pairs reporting their answers from Exercise 1 and finding out which preferences they do and don't share. to see if they share any opinions. • Students work individually. literature.

a verb and an adjective by asking them to find examples in the text. Answers 1b 2c 3a Exercise 4 • Discuss how students prefer to keep their vocabulary . IExercise 2 asks students how they coped with the vocabulary in this text. Stress that individuals may have ci:'ferent answers and that students' knowledge of vocabulary and ways of learning it vary. 3a) • Students may remember using like as a plural noun in sentences such as 'I wrote about my likes and dislikes'. Check that they remember what is a noun. on computer disk. alphabetically. 2 They use language for fun. dolphins/bees. and how they arrange the words (e. check students' vocabulary books regularly through the course and encourage them to test each other on vocabulary from their books. discover • Don't pre-teach the new vocabulary in the text. • Students read the Reading Strategies. (POint CJt that the numbers 1-3 in the text are used later In Exercise 3. 3 They use sign language to copy language. They will probably be surprised at how many meanings they can guess.g. Exercise 3 • Students find the examples of like in the text (numbered 1-3) and ide'ltify the part of speech (1 preposition.) • Read the text with the students and then read through the questions. • Students look at the two examples of like as a preposition and match them to the definitions (1b. 4 between 50.LEARNING TO LEARN 8 Words Exercise 1 Useful vocabulary: communicate.000 and 40. Answers 1 • Give students time in class to start recording the new words for the first two lessons so that you can check their work. dolphin. 2 verb. on cards. guessed the meaning.000 years ago 5 probably more than 5.in a book. • If you have time. • Students look at the example for 'hunt' and discuss the advantages of recording the part of speech and an example sentence as well as the definition.000 Exercise 2 • Students work individually reading through the text again and listing the new words under the three headings: didn't have to understand. 3 preposition). used a dictionary. 17 . bee.) • Students can work in pairs answering the questions. • Students discuss the advantages of using the Reading Strategies and say whether they use them in their mother tongue when reading difficult texts. • Students can then feedback to the class. copy. in topics). chimpanzee. They can then finish the exercise at home. sign language. Explain that they can use the Vini-dictionary to look up the meanings of words but they should also try to guess the meaning of new words from the context.

They can then see if there are any general If there are some shared difficulties at this stage. known as the copula. may like to create a class survey by writing problems which they share. the words with their grammatical Answers use/Present Simple important/adjective • • went/Past Simple can/modal verb are/the verb 'to be' are learning/Present Continuous IIpersonal pronoun Elicit why it is useful to know these terms. not are as an example 18 . Elicit any other grammatical terms students know and ask them to give examples. Words. and if you have time. for of the verb 'to They must use different using is or am. Summary there. words one for each of the grammatical example be'. may like to revise the problem practice Exercise 4 • Students look at the four ways of organising grammar notes and discuss the advantages • • • Students choose (and any disadvantages) of each one. from the ones in Exercise 1. adverb (quickly). • They can then read their sentences aloud in groups of four terms in Exercise 1 in Section C. in the area from Exercise 2 and make their own grammar grammar coursebook Have some students Students area so that the class can discuss and compare can then look at the Grammar and the Mini-grammar points are presented in the Language Powerbook to see how grammar Options Practice . read the Check answers by having individual students sentences Extension Students a language animals students writing look back at the reading system) text in Section S.) Do not introduce alternative (They are used in ask dictionaries terms unless students the verb 'be' is about them.) do got What other commvnrcation use language from their mother for fun? (Encourage Are [here eg a any other features that are unique to human language. noun (the boy) Exercise 3 • • Students Students use the box to give their answers about using the their grammar findings • structures. e. accents' Answers 1 use 2 went 3 are 4 are learning 5 lIimportant 6 can Exercise 2 • Students work in pairs matching terms.g Have some animals systems tongue. saying which they prefer to use. students make up seven sentences. write their notes on the board for each them. For example.LEARNING TO LEARN ( Grammar Exercise 1 • • Students complete aloud. a grammar notes. you point and give extra grammatical in a table on the board. regional e. Grammar. and discuss points they find interesting use) How do humans to give examples system. referred • sometimes the Present Continuous is also to as the Present Progressive. and grammar reference books.g.Grammar • In pairs. the sentences working individually.

er. relaxing. the student understands to understand famous. students' to translate • • understanding of the Key Words. Exercise 3 • • • Read the texts about Mary and Mick with the whole class. easy. lazy. 's life is . The other students have to guess the job..). I've got lots of work to do and there's not much time really.' about their ideal read out their Answers 1 Shepherd's life: lazy/free/dangerous 2 Rock star's life: interesting/exciting/stressful 3 Financial dealer's life: busy/exciting/boring 4 Student's hfe interesting/creative/stressful Individually. I mean. and relaxing. very exciting! I love the concerts. life is healthy tiring. This exercise every word. Example: An. alone with my thoughts. section of the Students' and the Key Words.. some jobs that have not already waiter.. (or to the whole class) students sentences. know what I mean? 2 Student: My dad says these are the best days of my life . nurse. It's peaceful. and I don't have time to see my husband and children. in the lesson: gardener. but not saying what their job is. In groups or as a whole class. write five sentences said by different Allow all possible answers. Students In groups use the Mini·dictionary of four.. Warm-up Exercise 1 KEY WORDS • what to do. Student Student on the board and any other jobs life is like? and creative but the main point in the text but is not required they know. students as they work in pairs talking of Mary and Mick.. because it is Example: creative outdoors • • 'I'm an artist. exciting. team. I think a .. • Elicit and check answers. structure 'I think . the lights. But my job is creative and. I also play football for the school team and we have to do training three nights a week. view and then a negative sentence Similar to the example using the key words Some sentences and other words could have been Exercise 4 • Demonstrate the activity first if you think it would be helpful.. Mmmm and my life is very stressful. I travel a lot . In pairs.. free. training.g. creative..but I'm not so sure! You know. In groups lifestyle. students I live in Milan.. to think about which is the most important Resource used Cassette. I like painting My work is never boring. students using the words ask and answer questions. people. cheer. I suppose. secretary.. But it's not so good when the weather's bad! 4 Dealer: I'm very busy. for \ This can be done as a team game with points awarded 19 .' to express first a positive Students sentences about each of the photos. I've got responsibility for big amounts of money.. and . words can be found in the Book. 3 Shepherd: I love the animals and I love being outdoors. but maybe it's . by asking them lifestyles like. trains gist listening i. exciting. and there's no one to tell me (In this module you will . active. • responsibility. • • Srudents Students look at the photos can compare as they listen to the cassette before and note down who is speaking.swers 1 a rock star 2 a student 3 a shepherd 4 a finanCial dealer A: What do you think a gardener's B: I think a gardener's maybe it's sometimes correct.I have concerts in different countries. idea. • listening to the cassette Options Practice Write the sentence pattern from Exercise 1 on the board with been included scientist. you know.e. 'sensible' answers. if they wish. teacher. dancer. students they would tell each other which of these four like and which they would definitely not boring. outdoors. answers with a partner a second time. peaceful. giving reasons. sometimes. Japescript 1 Rock star: Being famous isn't easy. But I find it really exciting. busy. I love painting and being alone all day.. pilot. interesting. stressful • Students look at the photos them. can share their ideas about the Point out that all the important Draw students' write attention Mini-dictionary about the lifestyles lifestyles. to the sentence but . This is a regular on the first page of each module. Exercise 2 Useful vocabulary: amount. dangerous.Module objectives Draw students' of the page feature student attention to the module objectives Encourage at the top each for them. the music. Check e. the people cheering.

g. Possible problems • Students may still omit the's' from the third person singular Present Simple. Encourage students to try and remember suitable words and only to look back if they have to. TV guide from the previous week. chl1dren's programmes. Language Powerbook iVllnr \-. soap operas. • To read a text for specific information. Useful vocabulary: circle.g.. e. old movies. There are two BBC (British Broadcasting Corporation) television channels (BBC1 and BBC2) and three commercial TV channels in the UK (lTV. Resource used Grammar Summary 1. do exercise. • Students may omit the auxiliary in the Present Continuous. e. A Couch Potato.' • Students may confuse the different functions of each tense and use the wrong one. Encourage each student to say four or five sentences about their partner. Answers 1 16/17 hours a day 2 children'S programmes.I AP~rf~(tDay? Objectives • • To discuss favourite TV programmes. 'He watching. To read a text in order to check predictions. plays. omit Exercise o If you have time. Many families also watch cable and satellite TV. the news.\iahui()(v t'l' IYe'l r GRAMMAR Focus • Students then discuss their favourite kinds of TV programmes and their least favourite kinds. 'I'm watching TV every evening.' "'0'" Co 1'. documentaries. sofa. • Students work in pairs completing the tables. 'n . game shows. • To revise Present Simple and Present Continuous. is based on a real person from Edinburgh. 20 . • Ask students to look at the text and find examples of the Present Simple and Present Continuous iorms. n".g. sofa. couch.' Exercise 2 • Elicit words to describe the lifestyle of the man in the picture. Students match the programmes with the key words.. on PRESENT SIMPLE CONTINUOUS Exercise 4 AND PRESENT • Ask students to look at the Key Words as you read out the names of some of the programmes from the TV guide. then report back to the class so that a survey can be made. the news and films 3 he doesn't get up early/he watches TV while his dog walks in a circle/he doesn't work but his wife works and she makes his meals 4 someone who sits on the couch or sofa all the time and ISnot a very interesting person Routes through the material o If you are short of time.. telly. telling the class about their partners. • Students work out how many hours of TV they watched last week. • Use the picture to elicit or present: couch.'. quizzes. 'He sit . Ask students which programmes they watched. back to the class after doing Exercise 12.' (1mr"V dl 1 na~P5 2-3 1 11 1'" "3 Before you start Exercise 1 • Bring in a TV guide for the previous week's programmes national television. films Answers 1 works 7 working 2 Do 8 Am 3 work 9 Are 4 don't 5 doesn't 11 6 's 12 aren't 10 'rn not 5"". portable. Channel 4 and ChannelS). The meaning of the other words can be guessed from the text. students can report 1 and Exercise 11. Possible answers relaxing boring easy lazy peaceful Background The reading text.' instead of 'I watch TV every evening. ! KEY WORDS sports programmes. • Students then read the text more carefully and answer the questions. Exercise 3 • Give students one minute to read the text quickly and see If they guessed his lifestyle correctly. Language Powerbook \ (. e.

at the time of speaking or . e. 1a 'What programmes do you watch?' 1b 'What are you watching" Exercise 10 • Students do the exercise in pairs.g. Answers 1a) Irepeated activity). get up. never._--- Students can then make the questions for each of the answers. • Check answers by asking students to read out all their sentences for 1a.g. drink. She's visiting schools. 'I'm thinking about my holiday'. e.during that period of time. always. a deep sea diver. as in English. • Students should read the Grammar Summary for homework and then raise any questions in the next lesson. IIz/. 'at the moment' can have both meanings. I Answers 1a 2b Continuous Ask students what 'at the moment' means in sentence 2: .Pronunciation Students listen to the cassette. 21 . 'we are happy' ----------------_. Exercise 11 • Students can do the exercise and the sentence about themselves for homework. 'I'm reading about Brian Blakey'. • Students work in pairs matching the sentences and the speakers. 5 hits lsi 8 chooses lIz) 9 goes IZ) Practice . just is placed after the auxiliary (e. Put some prompts on the board to help them. Students talk in pairs telling each other what they do. matching the sentences and completing the rule.' • Students can practise using some of the adverbials by saying what they always/regularly/often/occasionally/rarely/never do.g.g. Answers • Elicit why the Present Simple tense is used (activities that happen every day) • Ask students to think of three or four things they do every day. students write down the daily routine of a famous person of their choice or of somebody who has an unusual job (e.g. 1 a/journalist 3 alpilot 1 b/Brian Blakey 2 a/student 2 b/waiter 3 b/student Exercise 6 • Read through the sentences and rules with the class and ask students which sentence goes with which rule.g. 'I'm just watching TV') and other time adverbials are placed after the verb (e. • Point out that the position of the time adverbials is normally before the Present Simple verb. then check it in class. a) does b) washes c) talks Write the three endings on the board (numbered 1-3) then have students listen to the tape and identify the endings. go to bed. 'I'm watching TV nawlat the moment/at present'). Answers 1 cuts lsi 6 gets lsi 2 teaches II'zJ 7 knows IZ) 3 runs IZ) 4 catches tiz) Grammar Summary • Eacn Grammar Summary is positioned after the presentation and explains the grammar form more fully. Exercise 8 • Students work in pairs. Make sure students understand the difference.' 'I get up'). eat. 'I Sit'. e. a zoo keeper). Exercise 7 • Students identify the tense (Present Continuous) and explain why it is used (because the action is happening now). • Students work in pairs asking and answering questions. e. e.g. • Students make up sentences to describe what they are doing at this moment. There are a lot of examples in the text.g. and identify the three Present Simple third person singular endings: Izl. 'I turn on the television.g.g. • They then read it aloud in their pairs before you check the answers as a class. • Check answers by having students read out their expressions. Exercise 12 • Read through the Key Words with the class and check students' understanding. e. Students then exchange papers with other pairs and try to guess who the person is or what the job is. 'I always/usually/ regularlyioften/occasionally/rarely/seldam/hardly ever/never watch TV' Longer expressions are placed after the verb.LIFESTYLES Exercise 5 • Students read the text again. e.Vocabulary In pairs. Each student then decrees if his/her partner is a couch potato or an active person. Exercise 9 Answers There are a lot of examples in the text (e. lsI. then all their sentences for 2b. 'I watch'. 'I watch TV every morning/from time to timeltwice a week/once a month. usually. start work. 'I switch over' 2b) (stater. noting down three answers and the tense used. sometimes. He's learning to play the piano.g. Answers 1 Cathy works at the police station. 'I'm writing in my book'. • With the Present Continuous. focusing on the endings of the words. 2 Geoff plays the guitar. Answers 1 'm trying 5 'm watching 9 'm cooking 2 are you reading 6 drives 10 're burning 3 works 4 is interviewing 8 are having 7 doesn't like • Students then read through the text and find more examples of each. Options Practice .eeling/opinionl. all in the Present Simple. travel.

quite relaxing-. er . We have in the studio Dr Klinsmann. Exercise 3 • Read through the Strategies with the class and see if they use any of these Strategies already. Powerbook pages 4-5 This exercise trains students in listening for specific inforr:latior' in order to check predictions. what really causes it! There are different factors. Routes through the material o If you are short of time. • To learn about ways of dealing with stress in everyday life. • Students then work individually reading through the situations and noting how relaxing or stressful they find each one. Possible problems Students may panic when faced with listening activities.2 R~laxing Exercise 2 SKILLS Focus Objectives • To practise listening for specific information. • When replaying the cassette.what causes it and what we can do to relax and prevent it. Exercise 11 into a class discussion. suffer from stress' Well. Exercise 4 Useful vocabulary: factor. for example. ~here are certain jobs that are very stressful. for ideas on how to overcome this problem. a famous Hollywood actress. See Introduction. • Write the Key Words on the board. an expert on stress. very-stressfu Useful vocabulary: It is not necessary to pre-teach these words because students can guess their meanings from the text. what kinds of people aC'Cually Presenter: Doctor: KEY WORDS very relaxing. cause. Play the cassette without pausing the first time. pause it after each section to give students time to check their answers. If they have made different predictions. 22 . Check that students have understood them when discussing the activities. Answers Language Before you start Exercise 1 I 1 abcd 2 bc 3 acd ~----------------------------~~ lying.. Resource used Cassette. • Students listen to the cassette and check their answers from Exercise 4. Anastasia and Murder on the Orient Express). results. free time.anybody Presenter: Doctor: But. omit Exercise 6. social occasions like parties can be very stressful. Listening Exercise 5 Useful vocabulary: diet. • Students then exchange ideas to find out if they have made the same predictions. a suitable natural break is after Exercise 6. develop o If you have two lessons for this unit. Ask students which word means the most stressful (very) and which the least stressful (a little). a little worried).. Dr Klinsmann . • In pairs.if you have a problem with your family or friends or school. social. Good morning. students talk about the activities they find relaxmg or stressful. At school. health. pressure. o If you have time or if the class is very motivated. factory workers . a.--a little stressful. • In pairs. probably everyone suffers from stress at some time in their life . And it depends on the person . page 11-12.if you re shy. Dr Klinsmann. anybody can suffer from stress. reduce. Background The quote is by Ingrid Bergman. ask students to justify their opinions. Doctor: Good morning. students can become very stressed when they have a lot of homework to do and they feel they haven't got enough time to do it aii Other factors can be social . doctors. • Elicit the meanings of these words or pre-teach them before doing the exercise. • To practise expressing preferences. Today we're going to look at stress . During her long film career she won three Oscars (for the films Gaslight. • To use strategies to predict answers before listening to a text. • To become aware of hesitation techniques. Tapescript Presenter: Good afternoon and welcome to Lifestyles. students read the questions and try to predict answers. She was born in Sweden in 1913 but later moved to the USA and made her Hollywood debut in 1939. organise. Draw students' attention to the fact that 'a little' is not used in the Key Words with 'relaxing' (a positive activity) but is used with negative emotions or activities (a little unhappy.students. Point out that more than one answer is possible.. like some jobs In business or the police. But. One is time and pressures of work and study.

students read out their sentences to each other. U~qUOTE • Students read the quote.. make lots of mistakes.. • When students have checked their answers.. exams. Write on the board: good. . you know 5 well. Well.doing exams.talk to a talk to a stress. not many. After each sentence. you know. you know what I mean? I'm also shy and I don't like going groups. some of these Exercise 6 • Students read through the questions. Exercise 9 • Students write eight sentences about themselves using the verbs in the Function File. mm got much time to do it all 2 I parties things first. mm . music. I prefer meeting another people in small lessons and I qUOTE . • The groups read out their sentences to the class who can vote for the best quote. someone 5 relalration exercises in the family. 23 . you can talk to people about your problems studying. to relax I erucy listening and I also like reading.1 get very nervous • Students then put the exercise away and talk to their group Without any notes. . students make two or three similar sentences using the pattern: Happiness is . I like a lot I'm tired and Ah.. mm Exercise 7 • Students copy the table into their notebooks and then listen to the cassette and complete the table. Because Doctor. e.. before. I like a lot of things.Speaking In pairs students act out a roleplay in which one person is not sure what to say and so uses a lot of hesitation words. fnend. • Students listen to the cassette. of things. I get nervous Things I find relaxing? to my friends. you know what I mean? and. Presenter. Answers hale 2 can't stand 8 love 3 don't like 4 prefer 5 enjoy 6 like 7 quite like Option Practice . I get nervous 3 And I can't sleep. using as many hesitation words as possible. mm. I and! quite like Sitting and doing nothing Exercise 8 • Students look at the Function File activity and see if they can remember or can guess any of the missing verbs. students can look at the sentences they wrote in Exercise 9.and of course do exercise Finally.g.. I really hate the night . trying to put the same expression in their voices as Mark does. • Students listen to the cassette again and answer the questions. listening to sitting and doing nothing talking in front Speaking Exercise 11 • Before starting their talks. You must eat regularly. ask them what advice they would give to Mark to help him be less nervous before exams and before going to parties. er. things can make a list and do all the important well. • In pairs. Tapescript Marie Things I find stressful. 3 Make a list and do all the important <l a friend.talkmg to friends. • Students listen to the cassette again and complete the sentences in the Function File.. I really hate .have a good diet . someone in your family or. if you're You can also do relaxation Can you describe exercises. Encourage them to say If they can remember any of the answers. reading.. And I can't sleep. it can cause a lot of health problems.in French stand talking in front of the class. Presenter... the night before. you know.. doing Mm.. 5 Things I find relaxing) Stressiu! activities . teacher.. can do to reduce For example. mm . • In groups. bad. Isn't itJ But to answer Yes. • Students then copy example sentences for expressing preferences into their notebooks or in the section for Functions in their vocabulary books. Ah.. doing exams. can't to parries very much. there's thing .. Give some examples of Situations which students could use. Well. you know.. You can organise your work or studies. And what can you do to stop stress and worry) stress is very bad for you. a teacher 3 you know what I mean 4 er . You borrowed your friend's favourite CD last week. Answers 1 mm 2 mm . much. a lot. Answers Tapescript Mark: 1 Well. to music And when mm.liFESTYLES • Ask individual students to read the sentences aloud. Answers 1 when they have a lot of homework haven't to do and they feel they Pronunciation: Exercise 10 Hesitation • Ask students how speakers can hesitate or 'fill in' a pause in their mother tongue. want I love talking Well. you first. 2 Mm. make lots of mistakes. mrn.. Now she asks you for it back but you can't find it. with as much expression as possible. pause the cassette so that students can repeat the hesitation device. mrn. gOing to parties. and . there are lots of things j'OU your question. 01 the class in French lessons Relaxing activities . I get very nervous 4 Er .

Don't pre-teach the words but encourage students to guess the meanings by using information from the picture and the text. To use the Present Perfect for resultative events. Answers 1 have ('ve) o If you have two lessons for this unit. • Elicit what sort of things eccentric people might do. unusual. Powerbook 11 7 pages 0-7 2 has ('5) 3 Have 4 Has 5 have not (haven't) ::J Language 6 has not (hasn't) Mlnl'grammar • Students find the regular (walked. guinea pigs and even mice. mess. broken pencil). • In pairs. disaster. 'prefer'. clothes they wear. cassette. Students then work individually completing the table. e. 24 . iguana /r'qwa. Exercise 4 • Do the first two examples with the class. • Elicit or present the names of the animals. Hold up a broken pencil ('You've broken your pencil')/Show your watch two hours slow ('Your watch has stopped')/Show the class a half-eaten apple ('You've eaten some of your apple').appearance.g. elephant. • To check a written dialogue by listening to it on tape. possible feelings. o If you have time or if the class is very motivated. Answers 1 parrot 2 python 3 alligator 4 iguanas 5 elephant Resources used Grammar Summary 2. goldfish bowl. The most popular pets are cats and dogs. • Ask students if they have had/have any pets? What domestiC animals do/don't they like? Language vocabulary Powerbook the Word Corner on page 7 revises animal Background • It is common for families in the UK to keep pets. PRESENT students PERFECT (1) Exercise 3 • Students complete the table. • Students then discuss if they think Sally is eccentric. omit Exercise 10. their habits. cage. food they eat. • Demonstrate some examples (using objects or mime) of actions which happened in the past and have an effect on the present and elicit sentences from the students. can act out the dialogue in Exercise 2. • Check answers by having some students write their verbs on the board.g. e. strange. Routes through the material o If you are short of time. working individually. Possible problems • Students need to make a conscious effort to remember the irregular present participles. GRAMMAR Focus Exercise 2 Useful vocabulary: alligator. • When students have checked their answers. a suitable natural break is after Exercise 5. their homes. parrot. Then share their ideas with the whole class. • In pairs. Answers regular: walked irregular: fed escaped eaten/eat cleaned broken/break drunk/drink Exercise 1 • Students read the description. escaped. Before you start • Students look at the picture. focusing particularly on word stress. • • To revise present participles. • In pairs. • Students may be confused about the use of Present Perfect and Past Simple. Revise vocabulary from the previous unit by asking students if they think this is a relaxing or stressful situation. 'hate'. python I 'paIEQnJ.g.nc/. • Channel 4 (ExerCise8) is one of the UK commercial terrestrial television channels. Students then write down the third forms with their infinitives. odd. they can read the dialogue aloud in groups of three. e. • Practise the pronunciation of the names of the animals with the class. students talk about any eccentric people they know. Ask students for other words to describe people who are 'different' but perhaps not 'eccentric'. using 'can't stand'.3 [(((~ntri(s Objectives • To link information in photos and texts. Ask them what the man is thinking. objects for Exercise 3 (e.g. Young children often have hamsters. students complete the dialogue. students look back at the dialogue to find more third forms of verbs. • Students describe where the animals are (using prepositions of place) and describe the man and the boy . cleaned) forms and the irregular (fed) form. then check their answers as a class.

tired reasons . Tapescrlpt Journalist: Journalist: Why' John: Well. win. buy. wash. e. fail. A lot of people consider you eccentric. • Students work in pairs completing the dialogue. I J Answers 1 have come on 4 have closed 7 has Just come 2 has turned 5 have painted 8 has been 3 have now switched 6 have invented ---- Exercise 6 • Students work in pairs writing down the infinitives. invent. escape. Exercise 5 • Students look at the Situation column In Exercise 4 and deciae if the situations describe the present or the past (Answer the present). • Students check their answers. hot.happy. leave. It's only my automatic cat feeder.' • Students then complete the rule. • Give the students another example using the classroom situation e. That noise means it's started cleaning. It means my cat Sheba has finished her dinner. He has passed his exam.LIFESTYLES • Students compare their answers in pairs before checking answers as a class. Exercise 8 Useful vocabulary: robot. • Have some of the pairs read the dialogue aloud before students listen to it on the cassette. On tonight's programme we have John Baxter. John: Good evening. • Students then look at the Why? column in Exercise 4 and decide if the actions are in the present or the past (past). patriotic. 2 He hasn't made the/his bed. Nigel hasn't fed them. 4 They have broken the window 5 She hasn't washed the dishes. feelings .g. you see. break the video. • Students work in pairs making their own dialogues. thirsty. • Ask students if they know of any other unusual inventions and what they think would be a useful invention. sleep badly. lose tennis match. Encourage them to think of other reasons and feelings (e. Answers happened in the pastJpresent Exercise 9 Useful vocabulary: incredible. break.g. The alligator has put his head through the TV. hungry. ill. • They then listen to the dialogue and fill in the missing words. be.g. fail exams. meet. eat. Answers 1 I've (invented) 6 has Ifin ished) 2 I've built 3 it's (started) 5 (No. receive. feed. • Students read through the dialogue before they listen to the cassette and see if they can predict any of the missing words. 3 He has eaten his dinner. control. Journalist: Has something terrible happened? John: No. pleased. go. Journalist: What's that? John: Well. spend. e. automatic. Mr Baxter. Answers 1 She has cleaned her teeth. Each team in turn has three seconds to say the past participle or the infinitive of the verb you say. as you can see. I've built a domestic robot. Some people think they're strange. terrible).g. She has gone to the hospital. • Check answers (and pronunciation) by having students say both the infinitive and the present participle. white and blue are patriotic (colours of the UK flag). excited. have an argument with a friend. 'Is Mr Baxter eccentric?' 'Does everybody think his inventions are good?' Verbs to use from this lesson: pass. clean. come. • Students then change partners and make more dialogues. have. feeder. 'Maria isn't here. The elephant has drunk the water. Draw students' attention to the use of verbs In the Present Simple and the Present Continuous.Team game Put students into teams of five or six. Answers The python has eaten his football. it) hasn't 4 Has (something terrible) happened Option Practice . i Answers break drink win eat feed make be have go meet spend build do come lose leave Exercise 10 • Look at the Key Words with the students. They can then check the verbs and also their own intonation and stress patterns with the dialogue on the cassette. build. .' 'Peter IShappy. worried.pass exams. it hasn't. • Check that students understand why John says red. receive bad news. win the lottery. Kevin and Nigel haven't cleaned up The iguanas have walked over them. angry. • Have some of the pairs say their dialogues for the class. lose wallet. I've invented a lot of things. buy new clothes • Have some students read the example dialogue aloud and focus on intonation patterns. Exercise 7 • Students write sentences using the prompts. go to a party. lose. 6 They have lost tile game. break. sad. Teacher: have made Teacher: meet Team A: make Team B: have met • Play the tape again and ask students further questions. watch. sleep.

mole. Exercise 3 • Students work in pairs. cave. but check students' understanding in Exercise 4 when they are reading the texts 26 . • To speak and write about routines. Answers lover twenty years friends. • To increase knowledge of lexical 'good' and 'false' friends. • Each student then tells the class what he/she thinks. Resources used Cassette. • Read the Reading Strategies section with the class and ask students to guess what the two articles are about. reading the texts and matching the paragraphs with the titles.. 110. • When checking the answers. e.000 in New York. Background In 1998. To match topics and paragraphs. recycling plant. chemicals. develop the work on good and false Exercise 4 • Students read the texts more carefully. I:> If you have time.000 homeless people in London. I:> If you have two lessons for this unit. Language Powerbook pages 8-9 Before you start Exercise 1 • Before looking at the texts. Write their ideas on the board for students to refer to in the next stage. • Give students two minutes to read both texts and check their guesses. omit Exercise 8 and Comparing Cultures. give the students an example to listen to by giving them your opinion. headlines from recent national newspapers. ask students to justify their choices by referring back to the texts and reading out relevant sections. check students' understanding of other useful vocabulary in the texts.' • Students can then work individually or in pairs working out their arguments for or against living in a cave.4 Going Undprground Objectives • • • To use prediction strategies when reading. e. To read for gist to get the general meaning of a text. Ask students if they think these people are eccentric. show students some newspaper headlines and ask them to predict what the articles are about. • The students may like to see if the majority of the class would or would not like to live in caves. Routes through the material I:> If you are short of time. What do they think are the reasons for homelessness? How can the problem be solved? Exercise 5 • Ask the class what they think are the advantages and disadvantages of living in a cave. by collecting tins for recycling. self-sufficient. beg. there were 106. SKILLS Focus closely. a suitable natural break is after Exercise 5. Don't give them the correct answers at this stage but encourage them to express their own ideas. Answers Freedom Tunnel 4 Ideal Homes 2 Self·sufficiency 3 Homeless Again? 5 A Healthy Lifestyle Possible problems Some students may lack confidence or feel reluctant to read for gisUgeneral meaning and feel that they should always understand every word in a text. tunnel. with reasons. 3 because the city council wants to develop the public transport system and use the railway tunnels again 4 to get away from the noise and pollution of modern cities • Ask the class what they know about homeless ness in the USA or the UK. • To express opinions orally and give reasons for them. students will be able to guess the meaning of most of the words from the contexts. ideal. • If you wish. 'I'd like/wouldn't like to live in a cave because .g. 2 They go above ground to make a living.. Reading Exercise 2 Useful vocabulary: increase.g. inhabitant. • Students check their answers in pairs before you check the answers as a class. I Answer I people living underground • Remind students of the theme of the last lesson (eccentric people). giving two or three reasons for his/her opinion. • When checking the answers. Discuss how useful the strategy of prediction is when we want to know what a text is about and if we are going to be interested in it. Don't pre-teach the vocabulary. By this stage.

ind but In the first two ~e!llenLe5 "1 Text 1. lifestyle. If you wish.y. Exercise 8 • Students write down each word.~ tr~C' \.f they (In rnoll' a sentence <llJOU. Each team in turn asks another team to make two sentences (one in English and one in the mother tongue) using one of the words. giving the meanings of both. • Some of the students can read out their sentences to the class who can guess where the place is and say if they agree with the speaker's opinions. ExtenSion Students a healthy students and then look back at the phrases in Exercise 3 (self-sufficiency. elicit ideas from the class about each of the places and the activities and lifestyles of the people • Students choose one of the places and make notes about their routine. • Students then work in groups reading each other's sentences and helping to correct any mistakes.rthr:~ we·ds oro b.g because "rie peopie ""<l'y have tel move out of the rUflnf'l.'. shGt'nlS . 'He/She gets up at . 27 . choose one topic to discuss. ideal homes). students can use dictionaries to check their ideas. noting down any words that are similar in their own language. p.g. Exercise 7 • Students then discuss and make a separate list of 'false friends' • Check that students understand the different meanings of the words in English. • Some of the students can then tell the class about their partner's routine.!L-lr~ '7 Th~n .Roleplay Students look at the two texts again and work out the questions that the reporter asked to get the information.1j because. the rest of the class guess where the student is living.dellts' dHent. students read through the second text.l: III DflCI . students ask and answer questions about their routines and guess where they are living. Practice . because • Elicit some ideas from the class about city and village life (both positive and negative aspects).' s([. e.LIFESTYLES language Powerbook· t:xercse 1. p(~rcl_'. In pairs. • Students can then note these in their vocabulary books in a section headed 'false friends'.(J/I .Team game Each team writes down six words which are either good friends or false friends. • Students can then list these words in their vocabulary book. Then they write down a similar word from their own language if there is one. pr d l tr Sb the I. In groups of three or four.)~~e 9.'.. Some of the pairs can then act out their interviews for the class. Exercise 11 • In pairs. Exercise 9 • In pairs. In a separate section headed 'good friends'. paragraph U-:::i~. One student takes notes reports back to the class on the group's ideas. Writing and Speaking Exercise 10 • Before students work individually. It 15 llelpfu. 3 • Students then write sentences about places in their country either in class or at home. students roleplay the interview either with a person living underground in New York or with a person living in a cave in Cappadocia. the l J'y luuncil wants to develop the public transport svstern' Vocabulary: 'good friends' 'faLse friends' Exercise 6 and Options Practice .1 to C'd\'. • Write their suggestions on the board.. • Students work in groups discussing and writing down any more 'good friends' they know.j{ .ii. Suggest that students have 8-10 times in the day when they note down an activity..

• Ask students how they can interrupt politely in English ('Excuse me/Do you mind if/I'm sorry to interrupt but . using informal expressions.'). • To speak about leisure and free time. • You may decide that it will be better for some of the weaker students to do the task in pairs rather than individually. The informal words are: Remember me? Right? Anyway. pay particular attention to the use of contractions. • Students go through Stages 1 and 2 making notes. Speakinqt A CLass Survey Before you start Exercise 1 • Students read the Strategies and discuss in small groups which two they think are most important and why.. reading the letter and matching the paragraphs. • Refer students to Writing Help 1. • When marking their letters. Possible problems • Some students may be less imaginative and so have fewer original ideas for the writing task. La) 4 b) 2 c) 3 d) 1 28 .Communication Workshop Objectives • To read a personal letter and match paragraphs and topics. it may be helpful to build up a letter on the board with the class so that students have another model to follow. choose one of the Options activities to do. Students will probably be surprised at what they have retained even when they were not focused on the task of remembering. • Revise the names of punctuation marks with the class by writing the marks on the board and eliciting their names: I Resources used Cassette. • Remind students of the exercise they did in the previous lesson where they matched paragraphs to topics. of the o If you have time. Language Powerbook pages 10-11 Writ. o If you have two lessons for this unit. • Check answers by reading through the letter with the class. Do they find it easy to think of things to write about? When did they last receive a letter and what was it about? Do they write to penfriends in English? • Students look at the photograph and discuss how old the children are and where they are. • Students can write the letter in class or as homework. Stages 1-3 • Read through the three stages with the class so that students understand exactly what to do. a suitable natural break is after the Writing page. . before they write their letter in Stage 3. Explain that the three features here are used in informal letters in English. • In the speaking tasks. ~Answers Talkback • Students work in pairs. • Students work in pairs. and look at the page with the class if you feel it will be helpful. If the class has not had much practice in letter writing. reading each other's letters to find out two things that have changed. • The pairs then report back to the class. omit the Talkback stage writing and speaking workshops. Have a class brainstorming to see how much information they can remember about Ruth and Laura. Writing Help 1. Here they do the same thing with the letter. • Students then feedback to the class and see if there is any general agreement.ng: A PersonaL Letter Before you start Exercise 1 • Ask students how often they write letters and who to. pausing to identify each feature. • To listen for information to complete a table. punctuation and informal phrases. Routes through the material o If you are short of time. Exercise 2 Elicit what sort of 'style' students use when writing informal letters to friends in their mother tongue. Even more formal business correspondence is becoming more informalised. • Students close their books. some students may naturally be more reticent and so speak less than others in the group. page 120. guess what! Well.comma ? question mark exclamation mark . Background The informal features found in the letter here are commonly used in personal letters. full stop . punctuation and informal words. • To recognise and produce correct intonation of questions.dash • Students work in pairs reading through the letter to find examples of contractions. • To write a personal letter.

Girl 1: How many hours a week do you watch! Girl 2: Well. KEY WORDS hobbies: collect (stamps/badges/coins). T-shirts and jeans. His hobbies are . Girl 1: 00 you like heavy metal music! Girl 2: No. can you answer some questions for this survey. take photos sport: play (tennis/football). pop Favourite clothes . Each student writes down the three questions. music and clothes. Tapescript Girl 1: Hey. Girl 1: Thanks a lot. pausing after each question for students to repeat the question with the correct intonation pattern. students ask and answer the questions. Options Practice Students look back at Speaking.'.nature programme Favourite music . please! Girl 2: OK. • Each student asks his/her questions to every member of the group and records the answers in a table. techno. Stage 1 • Look at the Key Words with the class and then read through the instructions for Stage 1. I suppose Girl 1: What are your favourite kinds of programmes! Girl 2: I really like nature programmes.dance. Talkback • Students show their graphs to the class and describe the results. do (gymtaStics/judo) IMUic: play (the piano/the electric guitar)..the questions they wrote down from the cassette. TV personalities/actors/actresses going out: cates. Stage 2 • Students form new groups. not really.questions. go (cycling/swimming). • When students have written the questions. the rest of the class guesses which character in the picture it is. theatre.. buying clothes. Girl 1: What are your favourite clothes! Girl 2: Er. . In pairs. Girl 1: What sort of music do you like? Girl 2: Er. make (models/clothes). pop . shopping . pausing for students to check their answers. Girl 1: 00 you watch much TV? Girl 2: Er. play the cassette again so they can mark the intonation up or down. The students then give their talk to the class. • Students compare their results in their original groups and produce a graph. Girl 1: Do you ever wear mini-skirts! Girl 2: Mm. play (chess/computer games). paint/draw. fast food restaurants. pausing after each question for students to write the question down. • Play the cassette again. • Play the cassette again. • Students listen to the cassette and complete the table. favourite colours.LIFESTYLES Exercise 2 • Students copy the table into their notebooks. techno. giving their own information about TV. Tell the students to give their character a name. but not a lot. Answers Favourite TV programme . I love dance music.. Exercise 3 . ExtenSion Each student chooses one of the young people in the picture on page 17 and prepares a short one-minute talk about that person's hobbies and favourite clothes. Answers The Intonation goes up with Yes/No questions and down with Wh.T-shirt and jeans • In groups of three or four. favourite styles (rap/techno/classical) television: favourite programmes (sports/nature programmes). sometimes. Debbie. Stage 3 • When all the groups have finished asking their questions and recording the answers. students choose one of the areas from the Key Words and work out three questions. Exercise 3 • Play the cassette again. I don't like formal clothes. the students go back to their original groups. about three or four. definitely not: I can't stand it. At the end of the talk. favourite singers/groups. beginning 'I'm going to talk about (Pete). cinema. • The class discusses whether any of the results were surprising and votes for the most interesting survey. coscerts clethes _ fasllien: favourite clothes.

Weaker students can work in pairs. thinking of a Job and writing about it. Check spelling as you check answers. relaxing Exercise 8 • Students match the words and check the answers before writing the expressions in their vocabulary books. • Students then guess the job. Encourage students to look at the picture and guess what sort of tie a 'bow tie' is and what sort of hat a 'bowler hat' is. Answers 1 eccentric 2 exciting/interesting. • Tell students to write 5-8 sentences about the job. Answers 2 eccentric 7 healthy 12 relaxing pages 12-13 3 energetic 8 homely 13 stressful 4 exciting 5 famous 10 lazy 6 happy 11 peaceful 9 interesting Routes through the material o If you are short of time. Suggested answers 2 haven't washed them 5 haven't eaten 3 have failed it 6 have lost it • Students listen to 'reading' and 'in' on the cassette. They can then write the sentences in their books showing how the expressions are used in context. Exercise 6 • Allow students to look back in the module to find the words if they wish. some of the be given for homework. ask them to make sentences using the expressions. stressful/exciting 5 peaceful.R~vi~w Objectives • To check and consolidate grammar and vocabulary presented in the module. • Check answers by having some students read the sentences aloud. I Answers 1f 2b 3c 4h 5d 6a 7e 8g • When students have written the expressions in their vocabulary books. Language Powerbook Review exercises can 14 surprising Exercise 7 Grammar Exercise 1 • Students do the exercise working individually. reading out their descriptions and guessing the jobs. • Write on the board: a) reading b) in • Tell students to write a) if they hear the sound as in 'reading' and b) if they hear the sound as in 'in' • Check students' answers before they listen again and repeat the words after the tape. boring/lazy 3 lazy 4 famous. I 1 has drunk it 4 has finished ' Answers 1a 2a 3a 4b 5a 6b 7a 8b 9b 10 a VocabuLary Exercise 5 • Check answers by asking students to read out the text. Exercise 3 Students work in pairs or groups. • Check spelling and pronunciation as you check students' answers. Exercise 2 • Students work individually. /m/ Exercise 4 • Students can do this exercise at home or in class. Tell them that there may be more than one possible answer. (a builder) Answers 1 does 6 comes 2 enjoys 7 goes 3 works 8 misses 4 is working 9 wants 5 is building 10 saves • Do the first item with the class. 30 . • To practise pronunciation of hrjl and hnl . Pronunciation: Exercise 9 /IlJ/. Answers 1 wake up 2 get up 3 turn on 4 switch over 5 going out with 6 switch off I Tapescript a) reading 1 England 6 inhabitant b) in 2 boring 7 feeling 3 planning 8 interest 4 inflatable 9 tin 5 watching 10 relaxing Play the cassette again and ask students to write down the words they hear.

g. dishonest. speaking. Exercise 2 • Each student writes down five or six sentences about film heroes. honest. students read out their sentences and the rest of the group agrees or disagrees with the statements. cruel. listening and writing. Exercise 1 • Look at the three examples of heroes and heroines and elicit the qualities of each. intelligent. . Background The photos are movie stills from Alien IV starring Sigourney Weaver and Shakespeare in Love starring Gwyneth Paltrow and Joseph Fiennes. Then ask students to use some of the negative words to describe villains or anti-heroes in books or real life. Students then exchange their description with another group and try to guess who is being described. • Check pronunciation of Key Words. 2 Jack Nicholson is the villain in the first Batman film. writing down the names of different kinds of heroes and heroines. Exercise 3 • Students look at the pairs of adjectives and predict who the film characters could be. dishonest. KEY WORDS Options Practice . e. He is often frightened but he never runs away from dangerous situations. intelligent. • Students feedback the names of heroes and heroines to the class. brave. Point out that the objectives include reading. Practice .nes and villains. playing the role of a brave. Tapescript --. dynamic ana intelligent heroine. Tom Hanks is brave because he never runs away from dangerous situations. generous. They then listen to the cassette to see if their predictions were right. • Students then work in pairs. 3 Sigourney Weaver in the first A/ien film finds herself alone on a spaceship with an extremely dangerous alien.brave calm generous arrogant honest cruel intelligent kind romantic sensitive . the opposite of brave (cowardly).Speaking Students discuss the idea of the 'unsung' hero or heroine who is an ordinary person who regularly does heroic things but will never become famous. • When students have checked their answers. Sigourney Weaver has starred in all four 'Alien' films. sensitive. romantic. generous. sensitive. kind (cruel). students write a character description of a wellknown film or television actor without saying who he/she is. especially word stress on first syllable (arrogant.Writing In groups. e. have them give their opinions of them. He always listens to the opinions of the others in his group..g. fire fighters. honest. • Students then look at the Key Words and claSSify them into positive and negative. if so. romantic). lifeboat crews. 1 Tom Hanks is a group commander in Saving Private Ryan._. arrogant. Mother Teresa was a nun from Skopje in FYROMwho devoted all her life to helping the poor and sick in Calcutta.l\foduJ'e objectives Draw students' attention to the module objectives at the top of this page.---------- --------. intelligent (stupid). Ask students to think about which of these skills is their strongest and which is their weakest and to decide which objective is most . calm. Ronaldo is a Brazilian footballer. kind. Hamlet is the sensitive and indecisive hero of Shakespeare's play. e. He's an absolutely horrible character! He never tells the truth and spends his time thinking of clever ways to trap Batman. Write some of the names on the board. pausing it so that students can justify their answers. [Answers 1a 2c 3b Warm-up Let students look at the pictures and ask them whether they have seen the films and. • Ask students which one they would vote for as their favourite hero or heroine.--_. replay the cassette. generous (mean). aggressive. Resource used Cassette. • Have students use some of the positive words to describe the heroes and heroines whose names are on the board. • In groups. She stays calm and uses her powers of logic to finally kill the monster.important for them at this stage. • Elicit more positive and negative adjectives to describe character.aggressive dishonest violent I negative mountain rescue teams. violent) or second syllable (aggressive. violent Answers positive .g. hero.

• Students compare their answers in pairs before checking the answers as a class. similar to the ones in Exercise 10. It is a sensationalist story very typical of such publications. a suitable natural break is after Exercise 5. • To use time linkers. e. Students answer using the Past Simple or the Past Continuous. left). • Students close their books and retell the story using the words on the board. out of control).g. Readers of these magazines are encouraged to send in their own experiences and they get a prize if they get published. 'Was Neil driving?' 'How many people were in the car)' 'Who did Liz and Neil get out first?' 'Who was watching them?' 'Who called the emergency services?' . The groups can then exchange texts and answer the accompanying questions.what did they do) • If possible. local/national newspaper cuttings of 'true life drama' stories. • To talk about recent events (last night. • Students then complete the table. Exercise 2 • Students discuss Liz Pursey's friend. this morning). Answers 1 called 8 Were 2 call 9 wasn't 3 left 4 Did 5 leave 6 didn't 7 Was 10 weren't o If you have two lessons for this unit. Each group writes a text and two or three questions about it. a true life drama written in the first person and full of emotional and colourful words and expressions (e. Then students read the text working individually. • Have students look at the picture and predict what the story is about.g. date of birth) Language practice Background The text is taken from a so-called women's magazine. in the end. then. bring a current newspaper cutting from the local or national press about a brave act carried out by an ordinary person. GRAMMAR Focus • Read through the paragraph titles with the class. • Ask questions about the text in Exercise 1. first. left. especially adverbs and conjunctions. Pre-teach the meaning of ruin (paragraph title b) but encourage students to guess the meanings of the other words from the context. students can work in groups. Write the words on the board: after that.what sort of person is he) How would he tell the story? What does he think of Liz? • Ask students if they know anybody who has become a local or national hero or heroine . pictures/drawings of people doing actions for use in Past Continuous practice in Exercise 6. out of control. l Answers ~_~_~ c 3d 4 a 5 e J Resources used Grammar Summary 3. • To revise the use of Past Simple and Past Continuous. unconscious. a state of shock. meanwhile. when. e. Before you start Exercise 1 Useful vocabulary: ruin. • Students read the text again to find words which show the time sequence. Have they ever been in a situation where they couldn't immediately remember their name. Elicit which verb is regular (offered) and which are irregular (went. Neil. incredibly. matching the paragraphs to the titles. Powerbook the Word Corner on oage 15 9IV'OS further Routes through the material o If you are short of time. In words that go together of o If you have time. Powerbook I 1 If pages 14-15 Language Mini grclmmal I 1 ') I 1 (.g. omit Exercise 9 and set some the exercises for homework. • To give personal reactions to a story and opinions about the characters in the story. 'I was playing football every day last summer'.5 Local H~ro~s Objectives • To practise extensive reading in order to understand the main idea of each paragraph and intensive reading in order to guess the meaning of new words from the context. PAST SIMPLE AND PAST CONTINUOUS Exercise 3 • Ask students to read the first two sentences of the text in Exercise 1 and find the verbs in the Past Simple (went. Elicit other irregular verbs which students remember. Possible problems • The distinction between Past Simple and Past Continuous is generally not a problem but students may overuse the Past Continuous to talk about past habits. offered). • Students may have forgotten the past forms of some irregular verbs. not the Past Simple form. address. telephone number. Students tell the story in English. • Ask students if they have ever been in a situation where they had to act immediately. • Ask students to find the Past Continuous form in the first paragraph (were driving) and elicit why this verb is in the Past Continuous.

. playing football. starting with the policeman asking her her name and address and then asking what happened and what she did. Answers 1b 2a ~. Each team writes down the Present Simple and Past Simple forms of ten verbs... Answers 1 We met an old friend when we were staying in Prague.g.' 'I was watching TV when .. Answers 1 was walking 5 opened 9 was calling 2 saw 3 was running 7 heard 11 looked 4 sat down 6 was reading 10 jumped 8 was drowning := HEROES 12 were watching _ Exercise 5 • Students work in small groups studying the two sentences and discussing the meaning of when. 2c She took the boy out of the lorry.g. having a bath) or draw pictures on the board. Exercise 11 • Students ask and answer the questions working in groups. 'What was he/were they doing at 3 o'clock yesterday)' 'They were swimming. a group secretary can note down the answers for question 1 and then feedback to the whole class to find out what the majority of the class were doing at 8 o'clock last night. Answers went walked came read worked began cut sat ran heard saw watched cleaned wrote talked Options Practice Students look back at the text in Exercise 1 and write the story from the point of view of the driver of the car that crashed or one of the passengers. • Ask students what they were doing when you came into the classroom at the beginning of the lesson. Students ask and answer questions about the pictures. 3 He was shopping when he lost his wallet. • Students look back at the text and find another sentence with the same structure (Past Continuous/when/Past Simple). The first sentence of the fourth paragraph has the same structure.' Exercise 10 • Students work in pairs reading the texts and asking and answering the questions. If you wish. Extension • If further practice is needed.' 'He took our photograph when . Then in turn each team says the Present Simple form of a verb (e. Answers 1a She was drying her hair. e. reading the text again and taking turns to ask and answer the questions. 'What were you/they doing when I came into the room today?' 'What was X doing)' 'Was Y -in:iO • For further practice of the Past Continuous.g.' 'The doorbell rang when . 2 She ran into a tree when she was talking on the mobile phone.. show students a series of pictures of people doing actions (e. • Write parts of sentences on the board and ask students to complete them. • Give students an example of another pair of sentences: 'Everyone was leaving the party when I arrived. 'We were sitting in the classroom when . Past Simple). have them read the story aloud with as much expression as possible. Exercise 7 • Have students spell the past forms as you write them on the board.' • In groups. Have them read the Grammar Summary for homework and bring any queries to the next lesson. J 4 I was washing the dishes when I broke a glass. put the class in teams. • When you have checked students' answers. Exercise 6 • Students work in pairs. e.. Then check pronunciation of the words. 5 She was having a bath when the telephone rang. .g. swimming. 2a She was baking/cooking/making 2b He was climbing into a lorry. Tell students these pictures happened yesterday at 3 o'clock.Exercise 4 • Students look at the sentence and complete the time lines (Past Continuous. Students prepare and then make the speech of the policeman who presented Liz and Neil with their bravery certificates. • Students can refer to Grammar Summary 3 for further help. 1b She called an ambulance. Answers 1a 2b Exercise 9 • This exercise can be given for homework if you wish. • Check students' answers by having them say both the questions and answers. swim) and the other team responds with the Past Simple (swam)..' 'Everyone left the party when I arrived' Students work in small groups making Similar pairs of sentences. running. • Students match the sentences with the time lines. Extension Exercise 8 • This exercise can be given for homework if you Wish..g. 6 They were driving home when they ran out of petrol. e. Students roleplay the conversation between Liz Pursey and the policeman.~~-. a cake. students write one or two similar short texts with accompanying questions. The groups then exchange papers and answer the questions.

students can do more research about famous campaigners (Exercise 7) and give short talks about one of the campaigners. Students can guess the meaning of 'promote' by reading again the caption about Vaclav Havel in Exercise 1. Answers 1 think 5 agree 2 don't agree 6 personally 3 In my opinion 4 you're right Background Vaclav Havel (born 1939) is a Czech statesman. In 1990. you're right. Martin Luther King . Regular exercises and ear training will help and will also raise awareness of stressed words in sentences in their own language. SKILLS Focus Before you start Exercise 1 • Before students start this exercise. Student 2: Yes. Mother Teresa is more important. Listening Exercise 2 Useful vocabulary: promote. Encourage students to use the expressions in the Function File as they give their opinions and agree or disagree with each other. because she spent her whole life working with poor and homeless people. homework too. she became President of Ireland. 34 . Mary Robinson (born 1944) is a barrister by profession and was appointed Professor of Criminal Law in Trinity College Dublin when she was 25. With her husband. She has worked for peace in Ireland and for human rights allover the world. Nicholas (married 1970). o If you have two lessons for this unit. His plays were banned and he was imprisoned for dissident activities from 1979-83 and again in 1989. ask them to look at the title of this lesson (Campaigners) and of the previous lesson (Local Heroes) and discuss what the differences and similarities are between heroes and campaigners. See how much students can remember from this first listening. • To express opinions and to agree or disagree with other people's opinions. library/reference sources on famous campaigners. • To practise sentence stress.information is on the tape (Exercise 4). • Students listen again and complete the Function File. set some exercises for and omit Exercise 8. Possible problems • Students may panic when listening to the tape the first time and try to understand every word. because he fought against racism and his actions changed society. • Play the cassette for students to listen first. a suitable natural break is after Exercise 5. he was elected President of Czechoslovakia and then the new Czech Republic in 1993. Emphasise that this is not necessary to complete the exercise successfully and remind them that they often listen for gist in their language. • Some students may find it difficult to hear the stresses in a sentence or a word. playwright and essayist. Don't pre-teach this. but went on to write absurdist plays. Answers Resources used Cassette. but I don't agree. • To use vocabulary connected with campaigning and similar issues. but I think Vaclav Havel is important. In my opinion. Student 1: Yes. She resigned in 1997 to take up an appointment as United Nations High Commissioner for Human Rights. I agree with you. before looking at the Function File. students discuss the people in the photos to decide which one they would nominate as 'the person we most admire'.see information in the Background section on page 31 (Teacher's Book). pages 16-1 7 Language Powerbook • In small groups. • Students then look at the pictures and see if they can name the people and match them to the captions. but personally. I think Martin Luther King is the most important. o If you have time. she founded the Irish Centre for European Law in 1988. He has done a lot of good work to promote democracy in Europe. Tapescript Student 1: Well. Mother Teresa . He was prevented from studying drama because of his anti-communist background. Routes through the material o If you are short of time. After the fall of communism. I lD2A3C4B • Ask students to say what they know about any of these people and what their opinions of them are. Student 2: I'm sorry.6 Campaigners Objectives • To practise listening for gist and for specific information. I think Mary Robinson is very important.

• Play the cassette through once without pausing it. 1T 2F 3T 4T 5F 6F 7T 8T 9F 10 T Tapescript: see Teacher's Book. I Tapescript: see Teacher's Book. for .. influence. • If students ask whether the stress can be different.&Ctt/~ • Students look at the three names and see if they know any of them and what he/she fought for. women's rights. Write the sentences on the board if necessary and underline the stressed syllables/words. • Students listen to the cassette and match the people with the causes. Each group listens carefully to the information on the cassette about one of the people. (. Exercise 8 • Students work in groups discussing their opinions about the famous campaigners they chose in Exercise 7. • Students look at the Key Words and use the Mini-dictionary to check their meanings. encourage students to pool what they have understood on the cassette. They then listen to the cassette and see if they were correct. Exercise 5 • Students read through the sentences and predict what the answers are.racism. • Encourage students to say what sort of listening texts and tasks they find difficult or easy and how they tackle them. slavery.. independence. set some preparation campaigners and may wish to use to research their as homework. Ask students which type of words are stressed (words that give important or new information such as nouns and verbs).HEROES Exercise 3 KEY WORDS experience. e. 35 . • As you check students' answers. • Students listen to the cassette and see if their predictions are correct. peace. children's rights against . • Students read the four sentences and predict where the stresses will occur in sentences 2-4. victory.. Then.m.. war. page 43. • In pairs students choose some famous make notes about their causes. march. J • Divide the class into three groups. extremist. Answers guon .. themselves. violence. parents or they. explain that this is the normal stress pattern in these sentences. They can then check if their pronunciation was correct as they listen to the tape in Exercise 4.animal rights. e. violence. freedom of speech. • Play the cassette again for students to repeat the sentences.. equal.g. Then say a sentence in English. • Ask students to pronounce the Key Words.Apari. 4 A white extremist killed him. Students reference books in the library or at home campaigners. peaceful demonstration • Students look at the Key Words and see if they can guess the meaning of some of the words from their knowledge of other words in English. If so.u~guon • Students read the quote and see if they can remember anything else that Martin Luther King said in this speech. • Elicit what students think they will hear in the radio programme about Martin Luther King and what they hope to find out. • The groups can then have a class discussion about who are the three most important campaigners of the twentieth century. inferior. Play the cassette again and then see how much information each group has remembered. Answers Emmeline Pankhurst 3 William Wilberforce 2 Jane Goodall 1 Pronunciation: Exercise 6 Stress • Before listening to the cassette. protest. Option ExtenSion Students discuss which campaign(s) they support and which one they think is the most important campaign at the present time. peaceful protest. ask them to correct the false sentences and make them true. peace.. • Students work in pairs writing down a speech beginning 'I have a dream'. Students can choose if their grandparents. pollution _____ . page 39. make their speech. Answers 2 Martin liked Gandhi's ideas about ~ 3 He organised a march to Washington. 'This lesson started at ten o'clock' and ask students to identify the stresses. ask students to listen and identify the stresses in two or three sentences you say in their mother tongue. • The pairs can read out their speeches in groups of four or six or to the whole class. human rights. Students can use the Mini-<lictionary to check their guesses and find out the meaning of all the Key Words. Speaking Exercise 7 Exercise 4 • Read through the Listening Strategies with the students and ask them if they agree with them and if they use any of these strategies already. boycott.g. extreme.

Write the new facts on the board. giving reasons for the title. Answers Before you start Exercise 1 KEY WORDS positive: bnlliant. boring. • Students complete the table using the Present Perfect and the Past Simple. • Students then work in pairs making similar dialogues about their sporting heroes. • Elicit the difference between the two sentences (whether we know exactly when they played each other). ever.rr r!(lS. Exercise 3 • Students discuss titles for the article in small groups. Venus and Serena play tennis professionally . • To provide a title appropriate for a whole text. 3 their father. Isha.lO\C· 1C " . Venus's first singles title was the IGA Tennis Classic in 1998. already. Each group selects its best title and presents this to the class. and Lyndrea.7 SportsStars Objectives • To read a text for specific information. • To practise using positive and negative opinion adjectives. over-rated. Students discuss whether the new information can go into the existing paragraphs or whether new paragraphs are needed. pictures of international and national sports stars (ask students to bring pictures of their favourite sports stars). look back. The class votes for the best title. L-~ ~ __ Resources used Grammar Summary 4. C . sldlful. terrible. 2 The sisters have played each other in the final of a tennis tournament. Exercise 2 Useful vocabulary: come a long way. weak • If any major sporting event is in the news or has been in the news recently. • To use the Present Perfect and Past Simple tenses appropriately. • Read through the questions with the class so students know what information to look out for when reading the text.l ve dncj n(·gd 10' dd ('~lI"eo exercises for o If you have time. GRAMMAR Focus • Elicit names of sporting heroes from the class and write them on the board. useless. • Students may confuse go and be when using the Present Perfect and may say 'Have you ever gone abroad?' instead of 'Have you ever been abroad?' • Students may have some difficulty with the use and position of time adverbials with the Present Perfe~t (before. 11 7d. full of violence and drugs.a sport in which very few people of African descent are involved. set some of the homework and omit Exercise 11.' r-r pr-n t (~ . Richard 4 They get on well. Ask students what they think of the sports people involved.1'1 . 1 have/looked 5 started 2 Has/caused 3 have played 4 moved 6 played . Possible problems • Students may have problems with the use of Present Perfect (indefinite past) and use the Past Simple instead. slow. • Demonstrate one or two example dialogues. never. Their father started teaching them tennis when they were four years old. c. fast. • Students then read the text and answer the questions. • Write on the board: Last week. intelligent. Answers 1 They played each other in the final of a tennis tournament 2 a poor backgroundlThey lived in a poor area of California. 11 8 • Remind students of the use of the Present Perfect in Lesson 3 ('The parrot has escaped') for a past action which has a present result. yet)." 'v. students can give short talks about the star they have chosen in Exercise 13. o If you have two lessons for a unit. the sisters played each other in the final of a tennis tournament.1 "e' . Language Powerbook tr'~ \"l rOI Background Venus and Serena Williams are the two youngest of five sisters. Powerbook pilges 18-19 PRESENT PERFECT Exercise 4 (2) AND PAST SIMPLE Language Mini grammar 11 7. strong negative: awful. Routes through the material o If you are short of time. • Students add new information about the two sisters. a suitable natural break is after Exercise 7. Then look at the Key Words. use this to introduce the theme. The others are Yetunde.

asking and answering questions to try and guess their partner's star. asking and answering the questions. the school football team. never. . I did it last rugnt. • Students work in pairs or groups of four.'..' 2: 'He hasn't phoned me. • In pairs. 1 Have you ever broken your leg? 2 Have you ever played rugby? 3 Have you ever swum in the ocean? 4 Have you ever had an accident? 5 Have you ever watched a chess tournament? 6 Have you ever ridden a horse? Exercise 7 • Have two students read the dialogue aloud while the class focuses on the use of already and yet. • Students work in pairs. Exercise 13 • Students can work individually or in pairs if they wish. • Check students' answers by having some of the pairs say their dialogues again. and refer to Grammar Summary 4. write.. yet. • Students complete the rules. buy.' Answers 1 Past Simple 4 Past Simple 2 Present Perfect 3 Present Perfect Exercise 11 • Read the example dialogue with the class and point out that 'have been' is the Present Perfect form of the verb to go. local or national level. ever. Some of the pairs can then read the. students then check each other's sentences. Students may make the mistake of saying 'Have you ever gone' instead of the correct form 'Have you ever been . Answers 1 Have you ever eaten Chinese food? Was it very hot? 2 Have you ever travelled by plane? Were you frightened? 3 Have you ever been to a football game? Did you enjoy it? 4 Have you ever seen Titanic? Did you like the special effects? 5 Have you ever acted in a play? What role did you play/have? 6 Have you ever met a famous person? Who did you meet? • In pairs.y dialogues to the class. Point out that if they answer 'No I haven't' to the first question. • They also discuss the questions about the sentence 'Serena has moved to ninth in the world' which does have results in the present. • Check students' answers by having them read the dialogue aloud with as much expression as possible. Teacher: Have you done your homework? Reply 1: (No/yet) . make. I've already done lt..g. they make up similar interviews with the stars from Exercise 13. I haven't done it yet. (No. give some of the preparation as homework. Answers c' already b) yet Exercise 12 • Students ask and answer questions about their own experiences. Answers 1 already 2 yet 3 ever 4 never 5 yet 6 ever/never I Answers aj Past Simple b) Present Perfect • Students then write four sentences of their own using a/ready. Exercise 14 • Read through the example dialogue first so that students have a model to follow. In pairs. Exercise 9 • This exercise can be set as homework if you wish. Exercise 8 • Students discuss the answers in pairs. they cannot go on to ask the second question. If students want to do some research about their star. ride. Exercise 6 • Encourage students to think of example sentences for each of the uses (1-4) e.g number l 'He phoned me yesterday.HEROES Exercise 5 • Students look at the sentences in the table and also the sentences in the text and discuss when we use each tense. Answers • Students can practise using these tenses by talking about Venus and Serena Williams saying what they can remember from the text and what other information they know about them. e. students write a similar dialogue about sports teams or people they support at school..) • Write some more verbs on the board and ask students to make Similar dialogues in their pairs: touch. Answers 1 played sd 4 have you scored I 2 Did you like 3 didn't enjoy ! 5 haven't played 6 have joined 7 bought l Option Practice Students look again at the dialogue in Exercise 9. referring to you if they have a query.) qeply 2: (Yes/already) (yes.) Reply 3: (yes/last night) (yes. sing. Exercise 10 • This exercise can be given for homework if you wish. I I Answers 1b 2a • Ask students to look at the second example again and to say what situation would fit the question 'Did you visit Venice" (You are talking to a friend who has just come back from a holiday in !taly). • Write these prompts on the board and ask students to write down the three replies.

• Students may like to look up the words in the Mini-dictionary to prove that they have worked out the correct meanings. Background Christopher Reeve is an American actor who became famous as Superman in three very popular films. Show them how to use the clues proposed in the Reading Strategies. • To practise asking for and giving personal information. a suitable natural break is after ExerCise4. Students make up their sentences in pairs.g. Don't pre-teach any vocabulary before students read the text because they need to work on the vocabulary later in the unit. agreeing and disagreeing. I Answers bS c4 dl e6 f8 g7 h3 a2 • Students cover the text and look at the topics. Exercise 4 • Students discuss the questions in pairs. Language Powerbook pages 20-21 Exercise 5 • Read the Reading Strategies with the class and ask students if they use any of these strategies. o If you have two lessons for this unit. SKILLS Focus 3 He is raising money for the American Paralysis Organisation. new useful vocabulary is dealt with in Exercise 5. • To develop word attack skills to cope with new vocabulary and multi-part verbs. He broke his spine in a horse riding accident and became paralysed. he has shown incredible strength of character in recovering psychologically and physically and also promoting research into spinal cord injuries. o If you have time. In groups. Encourage students to use the character vocabulary they have met in this module and to practise the language of expressing opinions. Possible problems Students may be reluctant to guess the meanings of unknown words. reading the text again and matching the topics to parts of the article. 2 and 3? Ask students what strategies they would use for a similar talk with a text in their mother tongue. Before you start Exercise 1 • Students look at the pictures and say what they know about Christopher Reeve and answer the questions. When checking answers. use the Options activity or develop Exercises 8 and 9 into short talks in which each student reports the changes in his/her partner's life. • Ask students' opinions of the Superman films. At this stage do not correct their answers because they will find the answers as they do Exercise 2. then read them out to the class. Answers to Exercise 1 1 Superman 2 He fell off his horse and broke his back. Routes through the material o If you are short of time.did they read the whole text again from the beginning? what clues did they use. Encourage students to share with the class any tips they have found helpful when trying to work out new vocabulary. e. seeing how much they can remember from the text. I Answers 1b 2b 3a 4a 5a 6a Reading Exercise 2 Note that in this unit. Since then. • Ask students to use some of these words in sentences of their own. ask students how they made their choice and what strategies they used. the questions in bold in the text? the first sentence of a paragraph in sections 1. have students read the text for homework. students talk about each topic. • Encourage students to exchange ideas about how they tackled the task .8 Sup~rh~ro Objectives • To develop strategies for working out meaning when reading. Exercise 6 • Students use the same strategies to choose the correct meaning of the multi-part verbs. • Ask students to read the text quickly (give them a time limit if you wish of 90 seconds) to find out if their answers to Exercise 1 are correct. Exercise 3 • Students work in pairs. then open up the discussion to the whole class. Answers 1b 2~_b_4_a ~ I . • Students work in pairs choosing the correct meaning for each word.

When he was young." U~gUOTE Chesterton (1874-1936) was an English essayist. students read out their sentences and. Elicit the two meanings of 'great': i) an important person ii) a good feeling. • Some of their pairs can then report back to the class about their partners. get to (arrive). students prepare an interview with Dana Reeve about rer husband's accident. will be able to join hands and sing in the words of that old negro spiritual 'Free at last! Free at last. students discuss what sort of person makes them feel good and what sort of person they like as a friend. • In groups of three or four. In the end. blacks and whites were able to sit together on buses. • Students then write sentences for all the verbs about their own lives. Some of the pairs can then roleplay the interview for the class. Exercise 9 • Students work in pairs. asking and answering their questions.g. Martin often went to church because come from. Thank God Almighty. Tapescript: Presenter: Lesson 6. Protestants and Catholics. • Groups report back to the class. This is where he made his most famous speech. Martin liked his ideas about peaceful protest. On the way home from school. Martin didn't want to and the driver insulted him. he made an excellent speech at school and won a prize. Exercises 4 and 5 Our series on 'Campaigners' continues tonight with Exercise 7 Carol Dean talking about the life of Martin Luther King. But Martin didn't think he was inferior. brother and sister. his family was very religious. there was terrible racial violence between blacks and whites in the USA. Extension In pairs. • Students read the quote. The class then decides what are the five most important qualities a friend should have. wake up. • In groups. He was an intelligent boy. Reader: Martin Luther King was born on the 15th of January. Reader: Martin's first experience of racism was when a white woman told him not to play with her little boys. In 1965. because his parents always told him that black and white people were equal. At the age of fifteen. novelist and poet. if necessary. all God's children. go out get on/off (e. Martin started to organise a boycott of buses. It was Martin Luther King's first victory. her feelings and her life now.. grandmother. 1929. White extremists attacked black people and bombed Martin's house. Jews and Gentiles. Martin Luther King received the Nobel Peace Prize. come back (return) • Look at the Key Words with the class and elicit a sentence for each of the multi-part verbs. in Atlanta. Martin organised marches and peaceful demonstrations. the group corrects any errors. But there were more problems and more marches. in the deep South. Martin stood up. but he never forgot the experience. . guCffE . When he was at college he read a lot and the person who influenced him most was the Indian leader. In 1963 he organised a march to Washington and a quarter of a million people came to the meeting. In the 1960s. He lived with his parents. black men and white men. In the end. Mahatma Gandhi. Black people stopped using the buses because they had to give up their seats to whites. He went to prison seventeen times. get up. a white extremist killed him. Martin Luther King: I have a dream that my four little children will one dav live in a nation where thev will not be ~ud~ed bv the colour of their skin.g. the bus was full and the driver told Martin and his teacher (who was also black) to give their seats to two white passengers. we are free at last!' Reader: In 1964. e. 'Have you moved house)' 'Do you still play (football)?' 'Do you still want to be (a doctor)?' 'Have you learnt a new (language/sport/musical instrument)?' • Students work individually writing down their questions. Options Practice Students use the answers from their interviews in Exercise 9 to write an account of the changes in their partner's life over the last three years. a bus).. but by the content of their character . Georgia.HEROES • Each student then writes four sentences using each of the multi-part verbs. In 1968. Writing and Speaking Exercise 8 • Read the three example questions with the class and elicit other questions which they could ask about changes in someone's life in the last three years.

expressing opinions. East of Eden and Giant) before dying in a car crash.Communication Workshop Objectives • To prepare for a discussion by making notes. Fiona. Marilyn Monroe. agreeing and disagreeing. I think. (-). He was brilliant. has won Grammy awards for Best Rock Song and Best Rock Performance.. if you prefer. Speaking: Discussion • Play the cassette again. He really changed pop music. • To listen for expressions of agreement and disagreement in a conversation. but . Well. let's begin with music. Monica (mother) likes John Lennon. and her daughter.. But there are other really good actors and actresses That's true. Routes through the material o If you are short of time. John Lennon (1940-80) was an English songwriter and member of The Beatles. agreeing and disagreeing.. • To write a narrative in three paragraphs. everything her last album wasn't very good. George Clooney. (+). pausing after each expression so that students can repeat it with appropriate stress and intonation. it has to be John Lennon. I suppose . I really like Alanis Morissette. For example. Ask them if they follow similar procedures when they have discussions in other school subjects. Monica: . Fiona: Monica: Fiona: Monica: Monica: Mm.. come off it. Exercise 2 • Students read the expressions in the Function File and predict which show strong agreement. Before you start Exercise 1 • Students read the introduction to the exercise and look at the photos. He's absolutely great my opinion.iant actor? In For my generation. o If you have two lessons for this unit. If you want a real music hero. Answers (++) You're dead right. He was shot outside his home in New York. • Students' ability to assess their own language skills will vary. an American actor. Absolutely. • Give students time to make notes and to practise expressions for giving opinions. There are lots of singers as good as her. er. an English actress. Along with Paul McCartney. if friends. l Tapescript Interviewer: Welcome to this week's edition of 'Generation Choice' Today we have the writer. • Read the Strategies with the students. nowadays' Interviewer: Monica: Monroe. Students can work in pairs. . Answers Fiona (daughter) likes Alanis Morissette. James Dean and Manlyn Resources used Cassette. Monica Allen. was born in 1961 and first became famous in the TV series ER. George Clooney.. Grouping students In different groups may prevent this happening. was it' Fiona: Well. That's true. around today. Both like James Dean. You've got a point there. Fiona: And George Clooney. but . her songs. Alanis Morissette. • To participate in a discussion. Background James Dean (1931-55) was an American actor whose moody performances and early death made him a symbol of youthful rebellion. is famous for her role in the film Titanic. but is he a bril. Absolutely. • To develop self-assessment of speaking and writing skills. Language Powerbook pages 27 -23 (-) Oh. Who are your heroes in the world of music? Fiona: Monica: Shall I start' Well.. you're dead right about James Dean. (+) OK. Fiona: OK. I think she's a really good singer. you know. Kate Winslet. He made only three films (Rebel Without a Cause. may agree with each other in group discussion and so not practise disagreeing. Writing Help 2. Oh. a SUitable natural break is after the Speaking discussion. You've got a point there. Kate Winslet. and did something to change the world. • Play the cassette so that students can hear the stress and intonation in the voices and mark the expressions (++). omit the Talkback stage of the speaking and writing workshops. Stage 1 • Each student chooses a hero or heroine from films. Kate Winslet. • Play the cassette (twice if necessary) so that students can check their guesses. but he's ancient. he wrote some of the most popular songs of the late twentieth century. I suppose he is good-looking. come off it. Ask them to guess who the mother likes and who the daughter likes. don't think so. er. Who wants to listen to his music And what about films? Actors and actresses. Possible problems • Students. limited agreement or disagreement. the Canadian rock singer. the way she looks. music or sport to talk about.

James Dean. Bye-bye. Stage 3 • Students should refer to Writing Help 2 before writing their paragraphs. Exercise 3 • Students discuss which of the feelings the Singer has towards James Dean. And I know my life would look a/l right on the silver screen. • Remind students of the linking words that establish a time sequence and elicit examples from the text in Lesson 5. Monitor the activity and make sure nobody gets embarrassed. James Dean. You were too fast to live. his life and his films. I know Just what you mean. James Dean. Each group might like to appoint a secretary to note down their agreements and report back to the class in the next stage. James Dean.HEROES Stage 2 • Students work in groups of three or four. Writing: A Story Before you start • Students look back at the article in Lesson 5 and match the paragraphs with the story sections. Encourage students to think of new linking words. E. You were the lowdown rebel If there ever was Even if you had no cause. bye. You were just too cool for school. Bye. And I know my life would look all right If I could see It on the silver screen.xercise 2 • Students read the lyrics and predict where the missing words might fit. • Students listen to the song. I So hungry and so lean. but rather wait until the end. Bye-bye. Stage 2 • Explain the meaning of the timeline and show students the temporal order of events in the example. Remind students that they should think of a story of bravery. • Students may like to write brief notes at this stage to act as prompts when they are writing their stories. Explain that section b) will have more than one paragraph. You may wish to spend some time in class looking at the Writing Help with the students and then have them write their stories as homework. You may wish to revise what linking word can be used before the description of each event. basketball and auto shop. We'll talk about a low-down bad refrigerator. Any general mistakes can be brought to their attention at the end of the discussion and remedial practice given. Ask them to refer back to the words in the song to support their point of view. bye-bye. '-I could see it I The only thing that got you off was breakin' all the rules. discussing their heroes/heroines. Answers 1 mean 7 young 2 clean 3 screen 4 was 5 cause 6 fast Stage 1 • Students can work in pairs or individually. students read each other's stories and decide which one describes the bravest actions. Answers b) paragraphs 2-4 c) paragraph 5. if you wish). up wond'nrr on the screen who he might be. complete the lyrics and see if their predictions were correct. you said it a/l so clean. Talkback • Students answer the questions about their own performance in the speaking activity. James Dean. you said it all so clean. too young to die. Stage 3 • The groups report back to the class on their agreements (and disagreements. • Have an open discussion about the mistakes students remember they made and use this opportunity to draw their attention to any common mistakes you noticed. You were too fast to live. I Answers · Students can probably find support for both b) and c) but not a). too young to die. As the groups are working. Listening Exercise 1 • Students discuss what they know of James Dean. And I know my life would look all right If I could see it on the silver screen. soda pop. Bye-bye. Little James Dean. James Dean. Sock hop. Talkback In groups. bye-bye. James Dean. Do not interrupt the reports to correct mistakes. . you said it all so clean. you bought it sight unseen. Tapescript James Dean. go round and monitor their language but don't interrupt the discussion. James Dean. Stage 4 • Refer students to Writing Help 2 for the assessment criteria. Along came a Spyder and picked up a rider And took him down the road to eternity. One student per group reports to the rest of the class. if necessary.

they can exchange papers and see if their partner thinks the statements are true.R~vi~w Objectives • To check and consolidate grammar studied in this module: Past Simple. pausing it. without looking at the book.are we born with a certain level of intelligence or do we acquire it? Exercise 2 • Advise students to read through the whole text quickly before writing in the verbs so they get an overview of the content. yet. • To revise key vocabulary (character adjectives. never. int.. If not. II VocabuLary Exercise 4 • When students have written their three sentences. watch) • Play the tape several times.is there too much violence on TV? Does it have a bad effect on people? Sentence 5 .is it always a good thing to tell the (whole) truth? Sentence 4 . III and ItII.roduced ve 5 already 6 yet .. ItII • Look at the four groups of sounds with the students and practise the pronunciation of the four example words (think. ask students what they know about the story of Shakespeare's play. there. Present Perfect. 101. nouns from adjectives). _j' Answers Group 1 (think) Group2 (there) Group3 (crash) Group4 (watch) anything through three other breathe together issue relationship situation achievement research 42 . I II. Sentence 1 . arrived 4 ha. get them in pairs to tell the story in their own words. Answers 1 honesty 2 ambition 3 decision 4 violence 5 intelligence I 1 was 2 died 3 became 4 married 5 was studying 6 received 7 said 8 killed 9 phoned 10 came 11 were arguing 12 heard 13 was listening 14 killed 15 was 16 found 17 drowned 18 was sitting 19 camein 20 was carrying • Take one or two of the sentences and discuss the underlying issues. • Students do the exercise individually. To practise the pronunciation of 18/. Answers • When students have checked their answers. • Check students' answers by having some of them read the text aloud. Exercise 6 • Have students read the sentences aloud to check their answers so that you can check their pronunciation. the partner can suggest another sentence. Hamlet. Answers 1 hasbecome 2 began j spent 4 did not enjoy 5 went 6 hasbeen 7 hasmade 8 hasperformed Pronunciation: Exercise 7 18/. . crash. so that students can group the sounds. Routes through the material If you are short of time. Language Powerbook Exercise 5 • Students can compare their answers with their partner before checking them as a class. Exercise 3 • Read the rubric with the students so they understand that they either have to put in a verb or already. e. multi-part verbs. Answers pages24-25 I 1 back 2 off 3 to 4 up 5 out 6 to Grammar Exercise 1 • Before doing the exercise. some of the Review exercises can be given for homework. Past Continuous.g. 101. Answers 1 hasmoved 2 never 3.

bad changes. • Students read the text to find the Key Words. • Students discuss their answers with their partners before checking answers as a class.Ask students what they know about British food . Ask the group also 43 . meal.what food do they think is typical of Britain? What are the girls in the picture drinking and eating? Have they heard of any specific English. eight years after Emmeline Pankhurst's death. students choose four of the Key Words and make sentences using them. • In groups. Do not pre-teach any new words but encourage students to guess their meanings as they read the text. dish.eat less meat. most popular foods. Then they can match them with their definitions. For years she's campaigned to protect chimpanzees and to change our views on the environment. lunch. Is there anything else they would like to know about eating habits in Britain? Exercise 3 • Students work in groups listing differences between eating habits in Britain and their country. Finally. good changes. recipe. changes from past habits. She's also been an important figure in the campaign for animal rights. • The groups then exchange views and see if they all agree. Exercise 2 • Students read the article more carefully and note three good changes and three bad changes in British eating habits. Exercise 4 • Elicit some of the topics which students may want to include . times of meals. She organised strikes and demonstrations and was put in prison several times. children have sugar-free sweets. • Ask students if they are surprised by anything in this article. Scottish or Irish dishes? to discuss what picture they would put with the text to illustrate eating habits in their country. women and men became politically equal. In the second half of the nineteenth century and in the early • In pairs. food. Option Extension In groups. cuny • Look at the Key Words with the students and see if students already know some of them. • Students can read some of their sentences to the class to check that they have used the words appropriately. Welsh. A good example of a person like this is William Wilberforce. meals are not family occasions. Comparing Cultures The history of every country has people who have campaigned to change society. He was a member of Parliament from 1780 to 1825 and he organised a campaign in Parliament to stop the slave trade and then to free all the slaves in the British Empire. who has spent nearly forty years studying chimpanzees in the national park of Gombe in Tanzania. e. twentieth century Emmeline Pankhurst was another important crusader. Exercise 1 KEY WORDS cook. students plan meals for one day for a foreign visitor who wants to sample their national dishes and typical food. microwave meals. students write a description of food and eating habits in their country for a foreign visitor.g.eating more fast food. She fought for the rights of women. more fresh fruit and vegetables. Answers Good changes . A modern campaigner is Jane Goodall. especially the right to vote. The slave trade was stopped in 1807 and all the slaves were freed the month after his death. women in Britain over thirty were given the vote in 1918 and in 1928. Answers 1 food 7 dish 2 meal 3 recipe 4 cook 5 lunch 6 curry Tapescript: Reader: Lesson 6. Bad changes .1 their description of food and eating habits in their country.

1 'What time do you have breakfast?') Answers 1 have breakfast 4 go to work 8 in France 2 have a bath 3 play the piano 7 to the cinema 10 go by train 5 at home 6 at the station Exercise 1 • Students work in pairs studying the dialogues and marking the statements true or false. whereas John and Adam know which key they are talking about). the There are notes on the use of a and the on page 128 of the Students' Book.g. they can write a similar paragraph about themselves and their daily routine. 44 .g. I bought a new coat yesterdayfThere's a good film on television tonight. Mini wammar 31 I Answers 1 The person has either one bag or several bags. others may have several. e. I Answers 2b 3a 4a ·1a Exercise 4 • Point out to students that they should think of their own classroom. Exercise 3 • Students discuss the situations in small groups. e. Answers may vary according to the design of the classroom.bl@m-Sol~ing I a. • When checking answers. Suggested 4 correct answers 2 the headmaster 3 the staff-room 7 the door 5 the blackboard 6 the cupboard I 1 the window 8 the teacher's desk Exercise 5 • Discuss the differences between the sentences as a whole class. 3 They have just decided to look for a house to buy or they have decided to buy the particular house they have already seen. 2 There is either one armchair in the room or several. 9 in the United States 12 on the Nile 11 in the evening I Answers 2F 3F 4T 5F 6T ·1T Exercise 7 When students have done the exercise and checked their answers.g. ask students to put the phrase into a sentence (e. (Pete doesn't know which key Jack is talking about. ask students to explain why the alternative sentence is wrong. some classrooms may have only one window. an. Exercise 6 • When checking answers. You may wish to direct students to the notes while they are doing the exercises or for reference at the end. b) a Answers 12 the 12 a 203 the 4514 615 a 716 8910 the 1811 the 19 the 13 the 17 the Exercise 2 • Students complete the rules: a) the • Give students some examples of the use of a to 'describe something or someone as an example of that group'. • Check students' answers and then elicit the important difference between the two situations.

Hindu brides wear a red dress and Japanese brides wear a brightly coloured kimono. brides at traditional weddings wear a white dress symbolising purity and innocence. Background A christening. carol services take place in churches and secular places before Christmas as well as on Christmas Day. • Students discuss what sounds they would record i~they were representing these six celebrations as typical of their own country. Ask students which of these actlvities they have practised before in English and which are new. For example. Indian couples tie their clothes together and walk seven times round a fire. This custom dates from the nineteeth century. Jewish couples do not eat or drink on their wedding day until the ceremony is over. Check answers by replaying the . telling each other about their recent celebrations. they may have read a Ifterature extract but not an Internet page or they may have listened to dialogues but not to radio programmes. • . pausing after each of the six sounds for students to answer. The Carnival in Rio de Janeiro in Brazil is probably the biggest street party in the world. is the ceremony in which the person is made a member of a Christian church and is usually given a name. the New Year. It was the Romans who began the tradition of giving pieces of wedding cake to guests. a retirement. a birthday. what they are wearing. what they are doing and what they are celebrating. Answers A camval in Rio B British Christmas C Romanian wedding Exercise 2 • Students look at the Key Words as they listen to the cassette and identify the celebrations. Christmas. the bride's father signs the wedding contract while the bride sits in a separate room. or baptism. • Students look at the pictures. It is based on the Christian celebration of the end of lent. In most western countries. carnival.Module objectives Draw students' attention to the module objectlves at the top of this page. Exercise 3 • Give the students a minute or two to think about a recent celebration and make some notes if they wish. In Egypt. Other cultures have their own traditions. cassette. Answers 1 Christmas 4 a birthday 2 a christening 5 a wedding 3 a sporting victory 6 the New Year Resource used Cassette. a wedding • Look at the Key Words with the students and check their understanding by asking them for examples or translations. Warm-up Exercise 1 KEY WORDS a christening. Remind students that the time linkers they practised in the previous module will be useful if they are going to describe a sequence of events. • Students can then work in groups or as a whole class. a sporting victory. passing an exam. Ask them to describe the people's appearance.

presents -----. chimney. solemnly. Christmas pudding. • Students read the Key Words and find the objects in the pictures. jokes. ask students to cover the text and retell the story. • When you have checked the answers. snow. set some of the exercises for homework and omit Exercise 1. Pre-teach tangerine (a small sweet orange) and sixpence (a small silver coin. polar bears. • The groups then report back to the class and all the students read the whole text and find the Christmas words. Christmas pudding (a heavy. novelties and jokes are pulled after the meal. tangerine.ld -~~~ Exercise 4 Before you start Exercise KEY 1 • Ask students if they like doing multiple-choice questions how do they tackle them? What do they find difficult about them? • Read the Strategies with the students. Christmas tree. • Students do the exercise individually. do they think it is a good strategy? • Ask them to use this strategy to answer the multiple-choice questions in this exercise. Christmas cracker. nativity play. students can develop Exercise 7 into a letter to an English friend describing a typical Christmas in their country. Background A traditional British Christmas includes: in the morning looking into the stockings hung the night before to find out what presents Father Christmas has left. • If you Wish. Exercise 3 • Students read the whole text carefully matching the people and the actions. holly and mistletoe and have a real or artificial fir tree decorated with lights. Paper crackers containing paper hats. at lunchtime a big meal with turkey. o o If you have time.9 Christmas Objectives • To read a narrative text and understand the story. • To talk about childhood memories. snowman. a suitable natural break is after Exercise 4. when they are only required to extract the Christmas vocabulary. (play) cards. Christmas stocking. brandy (butter). using these seven expressions (a-g) but adding more details between the sentences. snow.. Ask students if this is what they do. • To practise collocations with have. used in Britain until 1971). If you have two lessons for a unit. mince pies. speech. If not. Answers Father Christmas nativity play decorations presents paper hats roast turkey advent calendar brandy Christmas cards Christmas tree stockings crackers mince pies Christmas lights balloons sweets carol service Resources used Pictures/photos you have showing Christmas activities in the UK and any Christmas cards you have received from English-speaking friends. If students include words associated with winter (e. SKILLS Focus • Students then discuss which of these things they have at Christmas and what different things they have. windy. Possible problems Students may find some of the vocabulary in the text a little difficult and be unwilling to read it quickly the first time. igloo. Reading Exercise 2 Useful vocabulary: advent calendar. sweet pudding containing a lot of dried fruit and often covered with burning brandy or brandy butter) served hot. divide the class into groups and ask each group to read one paragraph and note down the Christmas words. sixpence. carol service. igloo) rather than Christmas specifically. Encourage students to guess the meaning of the other words when they have done Exercise 3.g. • To develop reading strategies to answer multiple-choice questions. • To build up an area of vocabulary associated with Christmas. 46 . Most families decorate the house with paper garlands. decorations.. • When checking answers. Christmas Eve. exhausted. a chocolate sixpence a tangerine Christmas pudding Queen's speech brandy butter Christmas cake Routes through the material o If you are short of time. Language Powerbook pages 26-27 I Answers 2a 3e 4b 5f 6c 7g .. do and play. ask students to read out the section of the text which contains the answers and to say why the other two answers must be wrong. discuss with the students if these should be included in the Christmas words. balloons. then compare answers with their partner before checking answers as a class. WORDS balloons.

As they are working. do a favour. a holiday. do and play. a CD. Exercise 6 • Advise students to quickly read through the whole text before completing the sentences with the verbs. . Do you always do your homework?) Answers have . Writing and Speaking Exercise 7 • Prepare the activity by eliciting the names of important festivals and presenting essential vocabulary to talk about these festivals. the cooking. telling each other about their memories. drink). students can tell each other what they did last Christmas morning. a lesson. e. Some of the groups can then read out their dialogues to the class.CELEBRATION Answers 1b 2a 3b 4c 5c Vocabulary: Words that go together Exercise 5 • Students complete the table by writing the words in the correct column.g. Other nouns are: have (any meal. give the students an example by talking about your own childhood memories of a festival. students list their similarities and differences between Christmas in Britain and in their own country. if possible. Answers 1 made 7 had 2 put up 8 pulled 3 blew up 4 put on 5 had 6 went to In groups. • The groups then exchange ideas and see if there is general agreement • Finally. In groups. any sport). ask the class if there is anything from the British Christmas traditions which they would like to adopt and which of their traditions they think would improve the British Christmas Options Practice • Draw three columns (headed have. • In groups. the cleaning. elicit some questions from the class to start the conversation.tne piano • As a whole class. Extension Students discuss how Christmas traditions in their country have changed since their grandparents' time . using the Past Simple tense of some of these verbs and some expressions with have.Have any of the old traditions disappeared? Which have continued? Are there any new customs) What do they think Christmas will be like in the future) • In pairs. exercises. following the six headings that are given. a rest. • As you check answers. from films. The groups report back and add their nouns to the columns. go round and help with any vocabulary problems Exercise 8 • Students work in pairs. students prepare a dialogue between themselves and a person from the UK who is asking about Christmas in the students' country. • Check students' answers by having them read the story aloud. students pool their ideas about what they have learned about a typical Christmas in Britain. play (any musical instrument. Encourage them to contribute other information they know. do.g. students then add more nouns to each column. e. If you wish.YCJr r:omework play .g. play) on the board. TV. penfriends. magazines. if necessary. my hair.tea a shower cards a (snowball) fight the washing-up a party the shopping lunch do . 'Do you give presents/send cards in your country?' 'What do you do on Christmas Eve?' 'What do you eat at Christmas?' Go round and help the groups with vocabulary. • Students make their own notes under the SIX headings. • Some of the pairs can then report back to the class about their partner's memories. • If you wish. ask students to make a sentence using each expression (e. a tune.

GRAMMAR Focus • When checking students' answers. '/.. Language Powerbook the word Corner In oage 29 gives fUi ther vocabulary practice Exercise 6 • Students look at the picture and describe what the people are wearing and what they are doing.You can get married at the age of . Ii 5. Refer students to Grammar Summary 5 for further explanation and examples. Answers 1 can 2 don't have to - Routes through the material o If you are short of time.'f'You should look after your clothes. All the students then close their books and.10 W~ddings Objectives • To read a text for specific information. Ask students if they know anything about traditional Chinese weddings. say one of their statements and the rest of the class says whether it is true or false.000 islands.. they make four sentences using the verbs to talk about weddings in Indonesia. have to/not have to. • Then they read the text and find out if their predictions were correct. '/'Children have to go to school at the age of .g. students study the text again and write down three 'true/false' statements of their own. ask them to read out the section of text that gives the information and to correct the false statements. 'You have to/don't have to have a passport when you travel to . 48 . ask students to bring in photos of weddings they have attended or articles/pictures of weddings in other cultures to talk about after doing Exercise 10. can/can't. what did they find out' • Students read the statements first and predict what the answers will be.'/'You shouldn't walk alone at night.. e. Students guess what is happening in the picture. exercises for o If you have time.. should/shouldn't.' • Students look back at the text and complete the sentences. Answers I lb2a3d4c5f6e Exercise 2 • Ask students if they have tried to find information about customs (not necessarily weddings) in other countries on the Internet . 6 should I - Exercise 4 • Students work in pairs. • Students match the verbs to their meanings • Then. It has more than 17. reception. groom.. • To state school rules and discuss them. • To practise using modals : have to/not have to. a suitable natural break is after Exercise 5. but you can't get married earlier.g. bride. 4 7 I 1 yes 2 no 3 yes 4 no 5 yes 6 no Exercise 5 Before you start Exercise 1 • Encourage students to talk (either in groups or as a class) about weddings they have been to. • To read a text for new information. in turn. pages 28-29 3 shouldn't 4 have to 5 can't . working in pairs. e. Answers Language Powerbook Mini grammar Ij 1. The large population (180 million) is mainly Muslim. can/can't. • In pairs. Background The text about Living in Indonesia has been adapted from a website giving advice to English-speaking people working in Indonesia. Indonesia is the world's biggest island chain. asking and answering the questions... Use the opportunity to elicit or present useful vocabulary for the topic.. ceremony. set some of the homework and omit Exercise 6. Possible problems Students may make mistakes with the use of the infinitive with or without to.. • To write an account of a typical wedding.if so. Ij 2. should/shouldn't Exercise 3 • Present the modals by talking about topics the students are familiar with. o If you have two lessons for a unit. '1 4. I Answers ~F 2F 3T 4T Resource used Grammar Summary 5.

Exercise 9 • In pairs. wear make-up. • Students can then exchange papers and read each other's a-:'cies. go on class excursions. New Year's Eve in Scotland. their views on divorce and their predictions about the future of marriage as an institution in Western society. bouquet. suit. e. etc) and elicit or present useful vocabulary (wedding dress. Extension • Ask students to speculate about what sort of presents the bride's family send back. organise discos. • Studnets then ask for and give advice in their pairs. Remind students to organise their writing in paragraphs. using library facilities or the Internet. . Thanksgiving in the USA. tie long hair. smoke. be late for lessons. • Ask students if they think any of the school rules are unr-ecessarv or if any new rules are needed. students write eight sentences giving advice to a foreigner who is attending a wedding in their country. e. wear a uniform. widen the discussion to elicit students' ideas on religious versus civil weddings.udents then select some of the topics and write a short article for an English magazine about 'Weddings in my country'. go home. have a class discussion about the eight topics suggested (clothes. • Encourage students to add more words relating to their school if they can and to write sentences for them.CELEBRATION • Students read the whole text before filling in any of the gaps. • Students then read out their sentences and the rest of the class decide if they agree with them. They should take turns to give advice. headdress. e. listen to music during lessons • Students work in pairs writing a sentence for each of the Key Words.g. wear jeans.swers ·1 have to 6 have to 2 can 7 can't 3 can't 4 don't have to 5 have to Options Practice In groups. students make a list of rules for an English club at their school. reception. play sports. Have students ever received birthday or Christmas presents they didn't like? What did they do? As a research project. honeymoon). • St. eat during lessons.g. Exercise 7 KEY WORDS change your shoes. Exercise 8 • First. • When students have completed the text. • Have some of the pairs say their dialogues for the class. Encourage peer correction of mistakes. sports groups.g. kiss. play music during breaks. students find out about customs of another country. drama clubs. students exchange information about the rules and behaviour expected in any clubs or societies they belong to. do homework. • The students then discuss their school rules and how tolerant the school is. toast. use notes during tests. In groups. weddings in Japan. they can compare answers with their partners before checking answers as a tjass An. • If appropriate for your class.

And she says I can borrow the car this weekend . Possible problems Students may confuse the meaning of must and should..g. exercises for Listening Exercise 3 • Read the Listening Strategies with the students. don't SKILLS Focus Exercise 2 KEY WORDS alcohol. 2 Mike: I was very lucky to get it! There were twenty other applicants. barbecue.one year at one of the best schools in California. and I was interviewed by three people! The salary is good but I'll have to travel over forty miles to get to work every day 3 Ewa: It's a terrific opportunity . I mean. I o If you have time. • To practise using modals: must. In small groups. Powerbook pages 30-31 o Language Before you start Exercise 1 • Ask two or three students when they last went to a party What sort of party was it? How many people were there? What did they wear? What time did it start/finish? What did people do? Did they enjoy it? Students can then work in groups. expressing surprise. music. close friends. soft drinks. I've had so many driving lessons.. snacks. children's book writer. The quote is by Jules Feiffer who is a cartoonist (winner of the Pulitzer Prize) and also an author. birthday. Routes through the material o If you are short of time. students can make dialogues for the people in the party scenes in Exercise 1. At this stage. Answers 1 passing his driving test 2 getting a job 3 winning a scholarship 4 retirement Tapescript 1 Dave: I never thought I'd do it. If you have two lessons for a unit..g. • To practise interacting in social situations. Ask them if they always need to hear and understand every word when they listen in their own language (e. set some of the homework or omit Exercise 8. students look at the photos and discuss what is happening and what sort of party it is. dancing. barbecue. family. present. I feel just great! Today I drove my mum to the supermarket.. • Students discuss what sort of party they prefer. clese friends. 5 music/dancing • Students write a short paragraph beginning 'At our parties . Resource used Cassette. • In groups. ' and describe what happens at their own family parties (e. reception. Christmas parties). have to. a suitable natural break is after Exercise 4. Answers 1 close friends/family/speech/present 2 reception/sit·down 3 barbecue 4 alcohol/soft drinks/snacks meal • To revise areas of vocabulary connected with food and drink. 4 Lisa: I'd just like to say how much I've enjoyed working with you . present some of the Key Words that are relevant e. and as you know.II Partips Objectives • To listen for gist. using important words and phrases to aid comprehension. speech • If you have presented some of the Key Words in Exercise 1. Background Dress code and behaviour at parties have become more informal in the UK so it is always sensible to check with the host or hostess how formal their celebration will be. Check answers by having students read the sentences aloud. • The groups report back to the class. giving advice. if they are listening to a play or story or a friend is telling them about their holiday). should/shouldn't. asking for repetition and congratulating people. students can read each other's papers and discuss the similarities and differences between the parties. • Students listen to the cassette twice and note down why each person is celebrating.g. And the best thing is that my English will be excellent after one year in America. • Students complete the sentences. talking about the last party they went to. I've failed twice. elicit the meaning of the rest from the students. sit-down meal. screenwriter and playwright.

if it's very formal. I Answers a) 3 b) 5 c) 2 d) 1 e) 6 0 4 Exercise 8 • Students work in pairs. and. Dave and Ewa. but nowadays you don't have to be too formal.. or a box of chocolates. I'll . of course. you must be careful. gU011. the groups can record their programmes and then play them back for the class to hear. If possible. ali the things I never had time to do before. or flowers. Answers 1 should 5 shouldn't 2 don't have to 6 shouldn't 3 shouldn't 7 must 4 should Exercise 6 • Read the example dialogue aloud with one of the students. etc.. Have some of the students read the dialogue aloud. Girl and boy: You're welcome. Otherwise. maybe a bottle of wine. Students will probably be surprised at how much they understood. I've got plenty to do at home.CELEBRATION all. • If you wish. e. Boy: Yes.. Boy: Yeah. I mean. What about the sort of parties teenagers like yourselves go to) Girl: Ah. thank you for coming.. • Students read the quote and say whether they agree with it. well. Then. students prepare the advice about the different celebrations. Should I write and thank the host afterwards? What should I do if I don't like the food? Is it all right if I take my friend with me? • Have some of the pairs say their dialogues for the class. at parties in the Girl: Well. who is gOing to be there. but also a happy one.g. telling their partner of their good news and giving congratulations. Speaking Exercise 5 • In groups. they're not so formal' Boy: No. Encourage students to think of other questions to ask. and you shouldn't accept a lift home from a person you don't know. Interviewer: Are there any special things you should do when you are invited to someone's house) Girl: Again. • Students match the expressions with the situations. obviously it depends on what kind of party it is. what to buy as a present. What sort of parties do they like? What sort of parties don't they like? Options Practice Students work in pairs roleplaying a situation in which Student A invites Student B to her/his brother's twenty-first birthday party. Interviewer. • Play the cassette for students to check their answers. Interviewer: What about the stories you sometimes hear . give some advice to our listeners about what to do. you should dress smartly. • Students work in pairs asking and giving advice about the three situations in Exercise 5. Then ask students what else they remember about Lisa. Encourage them to speak with expression and the correct stress and intonation. Mike...the dinner could be ruined! You should be on time' Boy: Mm. using examples from the Function File and other examples of their own. Children between the ages of 5 and 16 must go to school. you shouldn't drink too much at parties .. ask each group to think about one of the celebrations. Girl: Yeah. You shouldn't arrive late to a dinner party . It's a sad time for me. e. If you are short of time. each group can prepare the advice for the three types of celebration. Girl: . play the tape again for more intensive listening. Extension Students listen again to the radio programme in Exercise 4. maybe. • The groups feedback to the whole class to see if their advice is the same or if there are any differences. and you should take something with you.g.. make a similar 'Culture Corner' programme on the theme of 'parties' in their own country. ).. UIQ Exercise 7 • Students repeat the expressions in the Function File after you. in groups of three or four. U~gU011. You know. Student B wants to know what to wear. I want to take art classes and I'm looking forward to seeing more of my family. I never wear a tie. So could you. paying attention to stressing the important words in each sentence. . and what not to do. and we have a couple of teenagers from Britain in the studio. trying to complete the sentences and predicting what the answers will be. I'll come to see you from time to time. Jenny and Carl. • Students read through the advice. Children should always be polite to their teachers. Thank you very much for this lovely watch. Students take turns to be the foreign visitor who is asking the questions. Girl: Right. Ask students how they think the speaker continued. Students make up dialogues for the people in the photographs in Exercise 1. • Have some of the pairs say their dialogues for the class. except at weddings maybe. • Play the cassette again and ask students to listen to the last line (What about the stories you sometimes hear . Ask the class to mark the words that are stressed in each sentence. Exercise 4 • Elicit from students the difference in meaning between must and should by using examples relating to school behaviour. . perhaps. But. we don't really have any rules. Tapescript Interviewer: Our theme on 'Culture Corner' this week is 'Parties'. it depends. Thanks for inviting us' Interviewer.

e. finding the sentences in the text and completing the verbs. Students close their books. 'When are school examinations held? When are school reports written? Where is football played? When are bells rung? Where are textbooks kept? When was this classroom cleaned) When was this school budt?' Refer students to Grammar Summary 6 for more explanation. lantern. a suitable natural break is after Exercise 4.g. 52 . Answers 1 isn't 2 given 3 encouraged 4 wasn't Routes through the material o If you are short of time. was or were + the third form of the verb (past participle). Christmas pudding is eaten. THE PASSIVE Exercise 3 • Ask students if they remember what happens in Britain at Christmas . presents are given. • To read a text quickly to find specific information. flowers. dance or costume are usually involved. Then give the class three or four minutes to read the whole text again. and in turn each group asks its questions for the rest of the class to answer. (past participle). • To use pictures to help understand new words and to use the Mini-dictionary to check meanings. am or is or are + the third form of the verb bonfire. Spring. crackers are pulled'. Exercise 2 • Students look at the three titles (Summer. The Past Passive. top hat. pages 32 33 Language Powerbook Mini grammar 6 Before you start Exercise 1 • Write a sentence from A and one from B on the board and elicit the tenses (Present Simple Passive and Past Simple Passive). religious days or political events. witch • Students look at the pictures and guess what is happening and what is being celebrated. Each group reads one section of the text carefuUy and writes four or five questions about it. Exercise 4 • Students find other examples of the Passive in the texts and read them out. use one of the Options ideas. • Students then complete the rule. Ask them to describe what they can see and elicit or present the Key Words. ghost. • For more intensive reading practice. then find the answers in the texts by reading the texts quickly. ask students to answer questions about their school (or town).IZ Objectives S~asonalf~stivals Answers 1 Cornish. • Students discuss which of the items in the Key Words are used in celebrations in their country. music. It is used more in English than in many other languages. Winter) and suggest which festivals in their country are associated with these three seasons (and are there any associated with autumn?) • For further practice. decorations are put up in the house. set some of the homework and omit Exercise 7.tell them 'letters are written to Father Christmas. Answers The Present Perfect. costume. exercises for o If you have time. Possible problems Some students may have problems remembering the third forms. 2 sweets 3 flowers Resource used Grammar Summary 6. o If you have two lessons for a unit. • To practise the Present Simple Passive and Past Simple Passive. Language Powerbook the Word Corner on page 33 S"Jes fur ther practice In vocaoularv Iclothesl Background Communal celebrations mark events such as changing seasons. Students should be encouraged to use the Passive. an old Celtic language GRAMMAR Focus • Students read the questions. mask. Write one or two sentences on the board and point out the Passive form. • Students then do the exercise. Students use the Mini-dictionary to check the meanings of the words. divide the class into three groups.

3 They were shown how to grow their own food by native American Indians. When the groups have finished. Tell students they are writing for English-speaking readers who have not visited their country. Answers 1 IS Answers 2 Hungary to Exercise 8 3 26th December 6 Germany 4 Alexander Bell 5 Shakespeare celebrated 2 was started 9 are placed 3 are worn 4 are invited Options Practice In groups.ash eaten) 3 When is Boxing Day celebrated) 4 Who was the telephone invented by) 5 Who was Romeo and Juliet written by) 6 Where are BMW cars made) Exercise 9 • The groups then ask and answer their questions.CELEBRATION Exercise 5 • Ask students if they have heard of the festivals of Cocuk Bayrami or Diwali. then. Answers 2 lNIlen are Christmas presents given in your country) 3 How are houses decorated for Easter in your country) 4 Where is Halloween celebrated? 5 What are given to children at Halloween) 6 What food is eaten during Easter in your country) Exercise 7 • Ask students what they know about Thanksgiving in the USA . writing out the questions in Exercise 8 and adding more of their own questions using the Passive. carry out a research project (using reference books or the Internet) to find out about a seasonal festival in another country. Each group should have between 10-15 questions. Answers i Where is the 'ourth of July celebrated) 2 where is gou. 53 . 6 Now turkey and pumpkin pie are eaten in family dinners. Students read the text to find out about these festivals and to complete the verbs. the first Thanksgiving festival was celebrated by the colonists. students prepare a written description of one of the seasonal festivals in their country in summer. they can exchange papers for others to read. If you wish. winter or spring. 5 are not celebrated 8 are prepared 6 were given 7 are sent 10 are organised • Have students close their books and ask them to say what they can remember about these two festivals. 2 The first American colonists were given food by native American Indians in 1620. r I Answers I 1 Thanksgiving is celebrated on the fourth Thursday in November. they can finish the questions for homework and use reference sources to check their answers. 4 In 1621. working individually or in pairs. when checking answers. Students can follow the structure of the texts in the coursebook and. Tell students they must know the answers to their questions. 5 It was made a holiday by President Lincoln in 1864. starting with the questions in Exercise 8 and continuing with their own questions. illustrate their text with a suitable drawing or photograph. Students then prepare a short talk about this festival to give to the class. Extension Students. if possible.When is itt Why is it celebrated? What is eaten? • Students then do the exercise to see if they are right and if they learn anything new about Thanksgiving. ask students to answer the questions as well. Exercise 8 • Students work in groups. Exercise 6 • Students write the questions.

linking words. then do the exercise and see if their predictions have checked cassette • again. who need ideas. what they eat. To develop . students can rate the when they they person in their group. Answers Really? (5) I'm sorry? (R) No! (5) She isn't! (5) I don't believe it. wedding anniversary is called the Silver items Anniversary and people often buy the couple Talkback • Students report back to the class about the most unusual If you wish. the natural after the Speaking Writing: Describing Before you start Exercise 1 Useful vocabulary: • students context. (5) • When students An .. from the There is no need to pre-teach wedding anniversary because Before you start • Students listen and read the dialogue R or S. To revise greeting~ information. Write some of the on the board for students the headings • Students then make notes of their own choice of unusual in the example. appropriate following help any students ski)t~ of self-correction and peer-help. 'unusualness' • stage of the activities. students introductions should stand up and move around opportunities Resources. the work in groups as of four language classroom students possible of greetings. cousin. To write a description / of an event usmg person. in social situations.Communication Workshop Objectives • • • • • To listen to To practise expressing surprise a Stage 1 ~Iogue to identify intonation patterns . Students then cover the text.what else they can remember of the content 54 . . Ask students: at times in the dialogue.why Jamie and Katrina are surprised . were acting out the party scene. to speak. break is Ask students on a band of 1 -10 (10 = most unusual). . ? (R) You're joking. if they had any language difficulties Routes through the material o If you are short of time. this time pausing I ~wers (A)b (B) c (e) d (D) a expressions. students activity.perhaps surprlsa intera'cting . Students or six so that all have sufficient within the time allowed. expressing surprise than others to to produce and asking for intonation patterns students When required for the group work. in. • wedding an Event Language Powerbook pages 34-35 Speaking: Roleplay anniversary. live. of • Read the example (Aristotle Chang) with the class. can do the Options If you have two lessons for a unit. omit the Talkback speaking and writing workshops. Students were right.. of the dialogue. what they wear. and asking for repetition. Tell they should try to speak to as many people may feel embarrassed. Stage 2 • • Read through If possible. may find it more difficult patterns. Writing Help 3. where they to use if they wish.what is unusual about them. Possible problems _So~e students /' distinguish intonation repetition./ I and asking for and giving personal . (The gaps are part of Exercise 2) Students students read the text the first time in order to match the Before reading and predict the text. their hobby. Then elicrt (and names) . Background The twenty-fifth Wedding made of Silver. Was there anything wanted to say but didn't know how to say? o o If you have time. (5) their answers. Play the cassette and mark the expressions necessary.. it so students play the can repeat the two or three times if should be able to guess the meaning not to worry Tell students about the gaps in the text as they read it for the first time. ask the order they will be to look at the topics topics with the paragraphs. Go round and and asking for repetition. suggestions expressing of other unusual characters they are unusual because suggestions of their job. the instructions with the class and revise and party small talk.used Cassette.

indicate where an error occurs but don't provide the correction. • Read through the diagram with the class and elicit ideas for each stage of the party description. Extension In groups. each of the other students in the group has to ask a question to find out more about this unusual person. students choose one of the following party situations and plan the ideal party: your parents' wedding anniversary. Stage 3 • Refer students to Writing Help 3 (checking) for guidance about checking their own writing. Encourage students to correct their own mistakes if they can. At the end of each talk. . Talkback • In groups. • Students use their notes to write four paragraphs describing their party. If students are checking their writing in class.CELEBRATION Exercise 2 • Students fill in the gaps in the text with the time linking words. students read each other's descriptions and make constructive suggestions on how to improve or correct them. I ~nF:e~ Then 3 After that 4. Stage 1 • Tell students that they can describe a real party they have been to or they can invent things that happened at a party. your grandmother's 70th birthday party. while 5 in the end. Stage 2 • Refer students to Writing Help 3 (guidance on layout. • Students make notes for each of the four sections. they can take turns giving their talk in small groups. _j • Write the time linking words on the board and ask students in groups to describe an everyday event using all the linkers. e. a friend's birthday party. a 'leaving school' party. Each group then decides which party sounds the best Options Practice Students make notes for a talk on the topic of 'The most unusual person I know'. Present any vocabulary which students need. go round and if necessary. cooking a meal.g. painting a picture. getting up in the morning and coming to school. useful vocabulary and linking words). When they have planned their talk.

Answers Group 1 . meet. After they have written their sentences.exam 7 are taken Group 5 . European (6). students can read them to each other in small groups. students choose five or six of the words in Exercise 6 and make sentences containing the words. hurricane. • The groups then feedback to the whole class and see if there are any disagreements. make/have a cup of tea take/have some medicine Routes through the material If you are short of time. • Students then repeat the words after the cassette. sculptures. Thanksgiving (2).Simple Present and Simple Past Passive. Exercise 4 • Check students' answers after they have matched the verbs and nouns. modals (have to. have.carnival Group 2 . • To practise word stress patterns. Extension In groups. Exercise 2 Answers 1 don't have to/should 5 can't/must 6 should 2 have to 3 shouldn't 4 should Options Practice Working in pairs. awake (4). Answers make the bed make a speech take photos meet a person have/go to a party have a good time Resource used Cassette.traditional Group 6 . The pairs then read their sentences aloud in groups for other students to check that the word stress is correct. giving brief descriptions of five or six festivals. some of the Review exercises can be given for homework. • Then students can write one sentence for each expression. Answers 1 beautiful 6 turkey 2 snowman 7 pudding 3 chimney 4 tree 5 presents 56 . but read aloud the text (pausing for the gaps where the students will have to fill in the verb) and see if students can guess the meanings of the words. • To revise vocabulary associated with Christmas. go. • Students do the exercise individually. • Students listen to the cassette and check their answers. • Other words for students to group are: tangerine (1).birthday held Group 4 . cemeteries. then compare answers with their partners before checking answers as a class. must. should) • To practise collocations with take.retirement Group 3 .invitation important fireworks Japan spectacular decoration • Ask students if they know more about any of these festivals and to tell the class what they know.R~vi~w Objectives • To check and consolidate grammar studied in this module . • To revise prepositions. autumn (3). make. Answers 1 are decorated 5 are decorated 2 is marked 6 are lit 3 are burned 4 IS Word Stress Exercise 6 • Students work in pairs saying the words and putting them into groups. exploded (2). students create a Festival Factfile (similar to the one in Exercise 1) for their own country. VocabuLary Exercise 3 • Check students' answers by having them read out the text with expression. harvest (3). • Do not pre-teach the vocabulary. Exercise 5 Answers I Language Powerbook pages 36-37 1 at 2 for 3 in 4 at 5 to Pronunciation: Grammar Exercise 1 Useful vocabulary: harvest.

win • Ask students to read the Key Words and find three pairs of 'near-opposites' (borrow/lend. • Students then listen to the cassette and identify which people are speaking. I mean people who really need help. The groups then exchange ideas. 1 win/lose 2 need/lend/borrow 4 spend/saves 5 is collecting 3 makes/earns • Students work in pairs making new sentences using each of the Key Words. Warm-up Exercise 1 • Students look at the title of the module and think of any sayings in their L1 that refer to money. The class then decides which is the most important thing for the majority. Students discuss whether they want to add anything else which is important for them to the list.g. Write these in two columns on the board and elicit more suggestions of material and non-materia! values to add to the columns.. I think people are obsessed with money . Some of the pairs can then read out their sentences to the class. What do they think of gambling? Do they find it easy to save money? What charities do they support? 1 I Answers 1B 2C 3A 4D Option Extension • Students look back at the list in Exercise 1 and divide the values into 'material' (e. especially to charities for children. I think a lot of people don't know how easy it is to get into my situation. Do they have any problems with any of these activities in the L1? (Some students may feel less confident when writing an advert. bargaining. especially on clothes. 4 Personally. I don't like asking for money. collect. students choose three material values and three non-material values that are important for everybody. I think the most important thing is to try to help other people. Students then tell the class the most important thing for them. I am in two charities. But you don't need money that much . you know. need. e. • In groups students then rank all the items from the most important (number 1)'to the least important thing (number 8). The groups can then compare their rankings. haven't I? 2 Well. Then tell them some English sayings. e. Ask them which of the activities they do most often In their L1 and which least often. save. justilfying their choices. earn.g. having a big car) and 'non-material' values. don't we? I'm not very rich. pausing after each speaker for students to support their choice by referring back to what the person says.. • Students complete the sentences. but I try to give as much money as I can. e. • Students discuss issues introduced in the sentences. It's very difficult to get a job at my age. In groups. Remind students of the work they did on word stress in the previous module and ask them where the stress comes in borrow and collect. justifying their dectslons. tend. 'The love of money is the root of all evil'/ 'Money makes the world go round'l'Look after the pennies and the pounds will take care of themselves'I'Neither a borrower nor a lender be'. we collect money for children in poor countries . I'll be honest -Ilike spending money. I work very hard and I earn a good salary. Students discuss whether they think these sayings are true.g. ___j Exercise 3 KEY WORDS borrow. complaining. I think it's important to give money to charity. make. lose. save/spend. I mean most of us have some extra money.Module objectives Draw students' attention to the module objectives at the top of the page. 3 I've been out of work for five years now. lose/win). well.) Tapescript Resource used Cassette. I've got a good job. spend. And I've had a lot of personal problems. but I have to. • Play the cassette again. . giving reasons.they think money brings you happiness. Why not? I've earned it. • Students read the list and choose what is most important for them as individuals.. 1 Mm. (having friends). Answers Exercise 2 • Students look at the people in the photos and at the list in Exercise 1 and suggest what each one thinks is the most important thing..g.

the exercises for o o o some/any/no. Angus Deayton is a famous British TV personality who has appeared in many comedy shows. Years ago he was a university professor and a millionaire. Powerbook pages 38-39 Language . • Students read the text and answer the questions. Elicit different ways someone can become a millionaire (born into a rich family. discuss whether they would like to be a millionaire and the reasons for their deciSion. The use of different quantifiers with countable and uncountable nouns may cause some confusion. verbs with give. in groups. chalk. desks. • Ask students to tell the class about any millionaires they know about or people who have suddenly become rich. Resource used Grammar Summary 7. ask students to use the verbs in sentences of their own. a lot of/many/much Exercise 4 • Note that some grammar books use the terms mass nouns and unit or count nouns for uncountable and countable nouns.g. furniture. • Use classroom objects to present the concepts of countable and uncountable e. when so many people in the world were living in poverty. • In pairs.\I\lnl grammar 3 t. students then add more words to the columns. e. 58 . furniture. books. go and GRAMMAR Focus successful business. • When checking answers. 3 9. However. he grew disillusioned with the wealthy and comfortable lifestyle he was leading and started to give all his money away. marry a rich person. nouns. ask students to read out the part of the text that gives the answer for the True statements and to correct the False statements.13 A Mat~rial World Objectives • To read a text to find out specific facts. advice. • Students cover the text. 3 \ 1 3 1-1 3 16 320. information. 5 12 Exercise 1 • Students read the title of the text and. a suitable natural break is after Exercise 7.g. Answers 1 F 2 NI • To practise using quantity words and expressions. shoes. • To practise using countable and uncountable • To practise the use of multi-part drop. I 3T 4T 5 NI 6F J Background Charles Gray is a real person from the USA. win the lottery.es houses If you have time. Exercise 3 • Students refer to the text and match the verbs with their meanings. Exercise 2 Useful vocabulary: charity shops. discuss the advantages and disadvantages of being a millionaire. marking which are plural and which are singular. pens. He decided it was unfair for some people to have so many of the world's resources. as a whole class. water. I Answers 1d 2c 3b 4 a tile word Corner on page 39 practrses Language Powerbook vocabulary from the text Routes through the material o If you are short of time. They can check their answers with their partners before checking answers as a class. Ask them what else they remember and to pool their ideas. • Students should be able to guess the meaning of the words from the text. Charity shops are shops that sell secondhand things which people don't want or have got tired of. If you have a tape of the song 'Who wants to be a millionaire?'. • After checking answers. students will probably enjoy listening to this. • Students then complete the table with the words from the text. students. do one of the Options activities. He lives on what is called the WEB the world equity budget.money countable (plural) . When checking answers.dollars fun happiness caravans areas worr. check both the words from the text and students' additional nouns. Possible problems Students will probably need extra practice with the use of there is and there are. toys. The profits go to the charity. Answers uncountable (singular) . set some of homework and omit Exercise 9. clothes. money. 3 8. This is calculated by dividing up the world's annual income by the number of people on the planet. If you have two lessons for a unit. paper. invent something that everybody wants). • Then. as may some common uncountable nouns such as money. drop out.

• Students refer to their lists and complete the rules. e. • When checking answers. pointing out the use of and now to link and contrast the two ideas. then practise reading the dialogue aloud in pairs.What sort of people drop out? Why? What are the advantages/disadvantages if you drop out? What do students think of people who drop out? • Revise the uses of some and any by asking students which word is used with questions and negatives (any) and which with positive statements (some) Exercise 7 • Students translate the sentences into their own language and discuss the differences between English and their language. 4.MONEY Exercise 5 • Draw students' attention to the fact that the three sentences are about uncountable nouns. ask students to make sentences containing the expressions.' Refer students to Grammar Summary 7. • Write the following rules on the board and ask students to make rules for countable nouns. referring back to the text to complete the chart. • Give extra practice in the use of there is and there are by asking students to describe their classroom in as much detail as possible as if for a blind person. students ask and answer questions. 'There is one door' 'There are three windows. Answers 1 cannot 2 can 3 cannot Exercise 9 • Students look at the picture and use their own ideas about Charles Gray's caravan. 5 and 6. Answers 1 many 7 much 2 many 8 no 3 a few 9 a lot of 4 any 10 Some 5 some 6 some 12 a lot of 11 a little • Students discuss the journalist's question 'Do you think people with a lot of money are happier than poor people?' 59 . Exercise 10 • Read the example sentence. • Students read out their sentences to the class. Answers a) some b) much c) many any a little a few no a lot of l - Answers any any - dollars . This can be done with each student adding a sentence to the previous one as the description is built up by the whole class. • In pairs. Elicit other ways of expressing contrasting ideas.g. one sentence joined by but now. Extension Students discuss the concept of 'dropping out' (e. Then In groups. Exercise 11 • Elicit some questions from the class and check that students are using much and many correctly. e.some -~- no a lot of many a few money . students look back at the text in Exercise 2 and write the questions that Angus Deayton asked Charles Gray. • In groups students read out their sentences and exchange ideas. the second starting with However.g. the pairs take turns to ask and answer their questions and see if they get all the information in their answers. two sentences. • Students then use the same seven prompts to make seven sentences about a room in their house. Exercise 6 • Students work in pairs. ask students which of their partner's answers surprised them. Then give students a few minutes to write their questions and add some of their own questions to the list. dropping out of college. e.' 'There is some paper in the cupboard.g. Exercise 8 • Students do the exercise individually. 6 Countable nouns (can) be plural. • Ask students to make sentences to demonstrate rules 2. dropping out of society) . 5 We (can) use the with countable nouns. 4 We (can) use a with countable nouns. • Students read their sentences to the group who have to guess which room they are describing. • As a whole class.g. Students can refer back to the text and their table in Exercise 4 when working out the rules.some a lot of much a little _-= Options Practice In pairs.

But let's see. Most people in Britain don't bargain for things. 'Susan went shopping last week and she got a bargain. SKILLS Focus Exercise 2 • Read the example and elicit other ways of estimating how much something is.g. His quote reflects the attitude to service that he wanted in his store. Then exchange views in class and see if their estimates agree. Answers L_ • Ask students which of the things in the photos they would bargain for. jewellery.14 Th~Right Prio Objectives • To practise intensive listening skills. • To practise the language of shopping and bargaining. The price was £200 but there was a discount of ten percent (10%) if you paid cash.. Selfridges. In the studio we have Routes through the material o If you are short of time. cash. Mm. but is more acceptable in street markets. the old record. do the Option activity. • Tell students the current rate of exchange into British pounds and have them work out the prices in pounds. the holiday. • Students listen to the first part of the interview and answer the questions. • In pairs. price • Give students an example using the words so that they hear them in context. e. Exercise 4 • Students read the five strategies and discuss which they would advise if someone wanted to bargain for something. Old records. Mr Selfridge was a successful businessman but in the later years of his life he lost all his money and died in poverty. especially for winter holidays. exercises for Helen Cooper. Presenter: know. Listening Exercise 3 • Students read the questions. Answers 1ad 2a 3 all the things in the photographs Background Most British people would only bargain when buying a house or perhaps a car. sure. which is in London.. She saw a really good cassette recorder in a shop. The quote is by Gordon Selfridge.11 think it's perhaps . you can certainly bargain for these. you IS o o If you have time. 1 price __ ~ 2 a bargain 3 discount 4 to bargain 5 cash ~ I I :nsbwe_~ ~ __ 60 . set some of the homework and omit Exercise 8.' • Students match the words and definitions and then check the answers in the Mini-dictionary. discount. They may like to add other strategies to the list. a suitable natural break is after Exercise 5. • Students listen to Part 2 of the interview to find out which strategies Helen uses. We". and a very enthusiastiC shopper Helen: Hello. it depends where you are. The only time we probably bargain when we buy a house or maybe when we buy a car. argue about the price of something.. lovely earrings. Tapescript Presenter: Hello and welcome to 'The Shopping Programme'. students guess the price of the objects using their own currency. Helen? Which of these things here would you bargain for . but sometimes you can bargain in shops and If you have two lessons for a unit. charity shops and car boot sales.the motorbike. So she paid the money and got ten percent off the price. Helen: We". but you need to know if the record is valuable! a bargain. e. pages 40-41 Language Powerbook Before you start Exercise 1 markets.there may be more than one item mentioned in the answer. I'd definitely bargain for a new motorbike. Resources used Cassette. Tell them that these are not multiple-choice questions . Today we're going to talk about bargains. you can often get a discount. yes. • To recognise and practise the polite rise in intonation. We pay the full price in the shop. Yes. to bargain. There are several organisations in the UK which look after consumer's rights and customers are more willing nowadays to complain about poor service and goods. Bargaining is not acceptable in shops. 'It's probably . a journalist. yes. why not? Holidays. But what about you. who was the founder of the first important department store in Britain. up-to-date exchange rate into British pounds.g. if you pay cash or buy a lot of things. For example. the earrings. You can't usually bargain in a supermarket. Possible problems Students may need to revise how to say amounts in British currency. You can get good offers if you bargain.

61 . Good quality silver. • Students listen to the first part of the cassette again. • The pairs report the final prices of the objects. and they're silver. how do you bargain. In groups. I'm just looking.. before talking about the bad things. Option Extension Tell students they are going to write and roleplay two dialogues to train people in bargaining in a market. I'll try some of your ideas next time I'm shopping. I'll give you ten pounds I Female: I'm sorry Those earrings are worth at least twenty pounds. That's fair. please' (rise) Sure. I haven't Female: Helen: Female: Helen: I'll take seventeen. it's very important to be friendly. (rising intonation).. One of the dialogues (Dialogue A) will demonstrate the wrong way to do it and the other (Dialogue B) will show the right way. Come on. (fain Can I have a look at them. to believe that you can get what you want. UNgUOTE Students read the quote and discuss whether or not they agree with this. very politely. students discuss the two questions. ther: have two students do the dialogue for the class to follow before students work in pairs. But they're not really worth more than twelve pounds. a pair of trainers (£50). but firm at the same time. Fifteen pounds. Tapescript Female: Helen: Morning. • In groups. a CD(£12). you're not selling much tooday. they're quite pretty. I say it's a pity. Presenter: So what do you say' Helen: Well. the best thing is to say that you haven't got much money. a pair of jeans (£30). Can I help you? Ipolite rise) No thanks. got much more money on me. OK. {fain Mm.anged over the years. and 'please' to mark a polite request. they make dialogues bargaining for the object. 'Excuse me' is used to attract attention in a polite way. then students read the dialogue in pairs. ask them what the problems are for the shop assistants . I mean. If any of the students know people who work in shops. (falling intonation) Exercise 8 • Students can price their objects in their Own currency or in English pounds if they wish. • Students listen again and identify what Helen says and what the stall holder says.MONEY • Students listen again and repeat the phrases after the cassette. and that I'll try somewhere Speaking Exercise 7 KEY WORDS Exercise 5 • Students read the dialogue in the Function File and guess what Helen is buying. Helen: Excuse me' Ipolite rise) Er. Ask students if they think conventions about bargaining have cr. Sixteen pounds. one last offer. Tell the pairs to make a note of the prices at which the objects were sold. Answers 1 good quality 5 I'll take 2 I'll give you 7 fair 3 worth 4 Come on 10 I'll take 6 offer 8 cash 9 that's it a silver bracelet (£15). Presenter: Thank you very much.g. Helen. but don't be aggressive. Helen' Helen: Well. The pair that sold each object for its lowest price acts out their dialogue for the class to hear. Tapescript Presenter: So. OJ they behave differently from their parents and grandparents when they go shopping? • Ask students in which countries they think hargaining happens most. Tell students that the rising intonation is typical of direct questions. Give students a few situations for them to attract attention or make a polite request. gUOTE .what sort of customers do they like and what sort don't they like? Exercise 6 • Explain how important intonation is to convey meaning and how the wrong intonation can completely change the meaning of a message or make you appear impolite. I agree. a T-shirt (£7) • Students read the Key Words and the price of the objects. It's Important not to be aggressive. asking for attention or permission. e. Tell students that the sentences in the Function File are only part of the dialogue on the tape. WhiCh might be true! Presenter: else. • Ask students how much Helen gets off the price (£4). • In pairs. Students take turns to be the customer and the seller. And that's it. If possible give the class an example from their own language to illustrate this. • Demonstrate the dialogue with one of the students. Helen: They're very nice. • Students listen to the cassette and complete the sentences. But they aren't very good quality. I'll take them. paying particular attention to the rising intonation pattern. • Elicit or point out that 'morning' signals a polite greeting. OK. students write the two dialogues. then feedback to the whole class. Presenter: And how do you reduce the price? Helen: Well. how much are those earrings. please? (rise) Female: Helen: Female: Helen: They're twenty pounds. cash. You ask someone to close the window/You are in a restaurant and want the menulYou are in a shop and want to tryon a coat/rou are in a train and the woman opposite is getting off but has left her bag on the seat. Friendly. What do you do if the person says no? Helen: Er. so they need to listen carefully. a leather jacket (£90). etc. And now. it's Important to say some good things about the product. It's also important to have confidence. but that it also signals a polite attitude when greeting people. And anyway.

other.lBoth A and B have got brown hair. neither. 'None of them is here.'I'None of them are here.ticks in both columns. extend discussion of the questionnaire results and their interpretation and do the Options activities. explain that in contemporary English both singular and plural forms are acceptable. b). • Read the Answer Key and see if students agree with the • In pairs. There are a range of clothes shops. using some of the sentence patterns from the text. both/neither Exercise 4 • Students work in pairs. GRAMMAR Focus characterisation of the al. students talk about themselves and their attitudes to money. catering for different age groups and price ranges.' • Students then look at the replies in Exercise 4 and complete the rules.tick only in countable column. c) or d) answers. Exercise 6 • Acvise students to read the whole text first before filling the gaps.g.I~ Your Mon~y Objectives • To practise the use of determiners: all. Routes through the material o If you are short of time. Tell students to keep a record of the answers.g. their friends. Neither of these books are/ls mine. • Check answers by having students read the text aloud. Resources used Cassette. Younger people in the UK talk about their own finances more freely. both. Answers all and none .g. set some of the exercises for homework and omit Exercises 11 and 12.g. • As a class.318. e.35. If you have time. the second. ' . o If you have two lessons for a unit. Exercise 2 • Read the questionnaire with the class and give students time to think about their answers. Miss Selfridge. Grammar Summaries 8 and 9.319 Language Powerbook Mlnl)lldnlnlclr I 1 both/neither Exercise 5 I Answers 2 all/none 3 neither/none 32. e. then report back to the class. Ask them if they and their friends often talk about their own money. their shoes. 'I'm very careful with money .lAIl of us are students. all/none. most older people don't discuss their own money with other people (e. • If students ask about the verb form with none and neither. another.' • Give some sentences using the classroom situation before asking students to complete the rules. their money. Tell them that in Britain. Answers 1 all 2 none 3 Both 4 neither 5 All 6 none In Exercise 3 • Students work in pairs asking and answering the questions. students discuss the questions. Before you start Exercise 1 • Read the title of this unit with the students. Possible problems Students may have problems with the distinction between another/the other and the second. Ask students to rewrite any of the characterisations they disagree with. These include Marks and Spencer. I Answers 1b 2a 3a 4b • Ask students to make more sentences for the millionaire and the poor person about their food. e. Background The same shop chains are found in most High Streets of British towns and cities.. None of the paper has been used. a suitable natural break is after Exercise 6. how much they paid for their house or their car). c) and d) groups. • To ask and answer questions for a questionnaire. ask students to explain why the other answer is wrong and to suggest what the other person could say. 'None of us are English.33. both and neither . none. British Home Stores and for younger customers New Look. the other. pages 42-43 317.315 Refer students to Grammar Summary 8. Next. • In groups. Students should be referred to Grammar Summary 9. • When checking the exercise. All my money is in my bag. find out which students gave mostly a) answers and which gave mostly b). how much they earn. reading the sentences and ticking the boxes in the chart.

then practise reading aloud the questions and answers in their pairs. the second Exercise 9 • First. e. Ask students to think of the money they have spent in the last week and what they have spent it on. and others were dancing in the sitting room. All my friends came to the party. Each student then writes sentences using some of the expressions they have practised in the unit. ask students to listen to the dialogue without looking at the text. Now put the other up. the other. Answers 1 other 6 other 2 another 7 another 3 the other 8 the other 4 another 5 the second • Check students' understanding by asking questions. Some of them sat in the garden.MONEY Exercise 7 • Students work individually writing their sentences • Then.g. e. Name another month. Give them a choice of topics. • Some of the sentences are read out and the rest of the class listens and checks if the sentences are true. Exercise 12 • Students do the exercise in pairs. they read their sentences to their partner and check if their partner agrees with what they have written.' Extension another. give them an example: 'Last week. and fill in the gaps.lLook to the right. Where are the speakers? What are they talking about! What happens at the end of the dialogue? • Students then follow the text as they listen. If you wish. They can continue the questionnaire in the book ('How careful are you with money?') and add more questions. Answers 1 jacket 2 colour 3 green 4 small 5 big In groups.g. Options Practice Exercise 8 • Students work individually writing sentences about the class. Language Powerbook the Word Corner on page 43 gives further practice In multi part verbs Exercise 11 • Students can compare their answers with a partner before checking answers as a class. twice if necessary. Exercise 10 • Students translate the words. Answers I Ib2d3f4a5e6c 63 . Name the second. students prepare another questionnaire. or they can choose a new topic e. Now look the other way. Ask them general questions to see if they have understood the gist of it.g. talking. Refer students to Grammar Summary 9. January is the first month of the year. 2 Put one hand up. 'How careful are you with your health? How generous are you with your money? How good a friend are you?' Remind students to do an Answer Key for their questionnaire so that the results can be interpreted. other. I bought a lot of food with most of the money because I had a party at the weekend. When the groups have written their questionnaires they can exchange them for other students to complete. I spent quite a lot of money and I only saved a little.

too. taking turns to choose something for the list or any other product from the module. The other students can ask questions about the gadget.relaxing tired exciting bored tinng satisfied boring worried • Write the sentences for one of the pairs on the board: When are you bored at a party) Do you find housework boring) • Elicit the difference between bored and boring in this pair of sentences: 'He is bored. • Demonstrate the activity by selecting something from the list yourself and students ask you ten questions to find out what it is.Do they buy something new that has been advertised) Do they buy something new if a friend recommends it? . They are also not very practical. He is boring. 4 Laptop computers are very expensive. They are very cheap. • Students then work in groups.' Exercise 7 • Check students' answers by having them read the sentences aloud. gUOTE . UXgUOTE Read the quote and discuss with the students what effects different types of advertisement have on them .advanced -ing . too Option Practice Bring In some gadgets of your own or ask students to bring in their gadgets. Answers 1 boring/bored 4 exciting/excited 2 tired/tiring 3 interested/interesting Speaking Exercise 8 • Read the example with the class and elicit more 'Yes/No' questions that students can ask. 5 Radio alarm clocks are useful to get up in the morning. Answers -ed . 2 Electric toothbrushes are expensive. In groups. 3 Mobile phones are small and useful. Plus they are cheaper than before. The demonstrator should try to mix opinion and fact.MONEY Answers . 1 Pocket calculators are small and convenient. They are not very reliable either. students take turns to demonstrate a gadget and try to persuade the rest of the group to buy one. Vocabulary: Adjectives Exercise 6 • Students read the texts and complete the table. They are useful for homework._.

really. • Students then make notes about their gadgets. Possible problems Students may need help with ideas for their gadget.g. If you have two lessons for a unit. quite.Communication Workshop Objectives • • To read an advertisement and extract the main facts. a gadget to turn the pages of a book you are reading. incredibly. easy and convenient to take on holiday. • Students then read the dialogue in pairs with as much expression as possible. says the gadget will help the owner as well as the dog). quite. Answers 1 really 2 very 3 not very 4 extremely 5 quite 6 incredibly 7 Cantek Products • Students listen to the dialogue again. newspapers. • Show students advertisements from magazines and newspapers in their L1 and see if any of the same techniques are used in those. solution to problems. Stage 3 • Students refer to Writing Help 4 as they check their advertisements and assess how well they have done. Background The 'Dogwalker' advertisement is an invention in the spirit of Chindogu. Language Powerbook pages 46-47 Speaking: Selling your Gadget Before you start KEY WORDS Writing: An Advert Before you start • Students do the exercise in pairs. To write an advertisement. stress and expression in the voices. e. Ask students what techniques the writer uses to get the reader's attention and persuade the reader to continue reading (starts with questions. Stage 1 • Students can write their advertisement individually or working in pairs. Routes through the material o If you are short of time. real/y). not very. very • Students read the adverbs in the box and say which mean more than 'very' (extremely. These are techniques for the students to remember when writing their own advertisements. reading the text and completing the information. the natural break is after the writing activity. Abba sung in English and they were the first non-native speakers to achieve international success with songs like 'Waterloo'. a gadget to spread butter on bread. this time paying attention to intonation. Stage 2 Refer students to Writing Help 4 before they write their advertisements. offers the 66 . Writing Help 4. • Students can also read each other's advertisements and help to check the language used. advertisements from magazines. students can do the Option activity. of the o o If you have time. e.g. Abba was a pop group from Sweden that was incredibly popular in the early 1970s. including all the information in the table in Exercise 1 Also encourage them to note down any adjectives which they can use to make the gadget seem even better Resources used Cassette. • To use qualifying adverbs. omit the Talkback stage speaking workshop.. Some students may be more confident than others in the roleplay situation of selling a gadget. • To roleplay a selling situation. Answers 1 K9 Dogwalker 6 £39. • Students listen to the cassette and complete the dialogue . ?') • Students read the text again and find the adjectives that give opinion rather than fact. incredibly) and which mean iess than 'very' (not very. the opening ('Have you heard about . • Ask students what useful expressions in the dialogue they can use when they want to self their own gadgets. persuading people to buy a gadget. Recently there has been an Abba revival and a musical in London based on their music.99 2 to exercise your dog 3 at home 4 plastic 5 light. • Elicit ideas of serious or humorous gadgets to start students thinking. • To listen to a song and understand it. not expensive adverbs: extremely.

• Write the first two lines of the song on the board and ask students how many stressed syllables there are in each line (four in each line . Iremy dreams I have a plan. sad/bad) and ask students for rhyming words to go with: friend (lend. That's too bad. money must be funny In the rich man's world. I wouldn't have to work at all.QY the . That's too bad. money. line 2 before pay. borrow). Ah. lines 3 and 4 rhyme etc. Students can use the phrases given and add more of their own. money . Listening • Students read the questions first and try to predict the answers. It's a rich man's world. I'll have to go To Las Vegas or Monaco. Money. It's a rich man's world. students write a four to eight-line song lyric or poem with rhyming couplets.MONEY Stage 1 • Give students time to prepare and rehearse what they are going to say Less confident students may prefer to help each other sell their gadget. My life will never be the same Money. To pay the bills I have to pay. all the things I could do If I had a little money. lines 1 and 2 rhyme. Money. money. ah.QY • Elicit some rhyming words that students heard in the song (day/pay. mend.. money. line 5 before me) and see if students can say the correct rhyming word. pausing it just before the final word of a rhyming line (e. sunny 4 to Las Vegas or Monaco 5 to win fortune in a game Stage 2 • Read the example dialogue and see if students can continue it and bring it to a conclusion (Does B buy it or not?) • Students move round the classroom trYing to sell their gadgets to each other and asking questions about the other gadgets before deciding whether to buy them or not.d if he happens to be free.g. and a regular stress pattern. I work all Q. e. And win a fortune in a game. Ain't it sad? Ar. • They then listen to the cassette and see if their predictions were right. A man like that is hard to find. • Students can then read out their lyrics to the class. polite. So I must leave. Extension • In groups. But I can't get him off my mind. money.Qy To Q. ~he rich man's world. always sunny I. I'd fool around and have a ball. I work all day. i. Ain't it sad) And still there never seems to be A single penny left for me. Answers 1 to pay the bills 2 She wouldn't have to work. I bet he wouldn't fancy me.as underlined): I work all night. Option Talkback • Students discuss which gadgets they liked best and which they would like to buy. She'd fool around and have a ball. 67 .llill2 I have to Q. 3 funny.g. send) tomorrow (sorrow. Tapescript I work all night. If i got me a wealthy man. • Play the cassette again. • Ask students what qualities make a good salesperson and who was good at selling his/her gadget.e.

Answers 1 expensive 2 reliable 3 satisfied 4 surprising 5 careful Resources used Cassette. 68 . Tapescrlpt and Answers 3 Another way 5 I haven't got any. twenty. leI • Students repeat the words man. men after the cassette. fantastic. • When students have repeated the pairs of words. Exercise 4 • Advise students to read the whole text before filling in the gaps. electric. adjective formation. Exercise 5 • Students can compare their answers with their partners before checking the answers as a class. hand.g. • Give students time to read through the sentences and to identify the five incorrect sentences. 'She said she was sad'). second. Exercise 3 • When students have done the exercise. bank.determiners. Answers 1 quite 2 really 3 very 4 extremely 5 incredibly Routes through the material o If you are short of time. 9 the other 10 one hundredthousand pounds 1 sad/said alb Vocabulary Exercise 2 • Students complete the table. some of the be given for homework. qualifying adverbs. say which ones are correct.is saving 4 lend. mat/met. Pairs of words: said/sad.g.one is extremely good and the other is extremely bad. check their answers by having them read their sentences aloud. If students bid for an incorrect sentence./I'vegot none. ask them to make sentences using some of the adjectives. • When you have read out all the sentences. headphones. Answers 2 satisfying/satisfied 3 practical 4 attractive 5 worried/worrying 6 useful 7 tired/tiring 8 amazing/amazed 2 pen/pan b/a 3 head/had b/a 4 than/then alb 5 lend/land b/a 6 beg/bag b/a 7 end/and b/a 8 bad/bed alb 9 set/sat b/a 10 mat/met alb 11 bat/bet afb 12 ten/tan b/a • Students look through the module and find ten words. spends 2 make 3 earns. borrowed Pronunciation: Exercise 6 lrel. • To practise the pronunciation of /re/ and let. end/and. Language Powerbook Review exercises can pages48-49 6 not very Grammar Exercise 1 • Read the instructions with the students and check that they understand the rules of the 'auction' of sentences. • Students then correct the five wrong sentences. In pairs they have to bid for correct sentences. Answers 1 won. laptop. • The students repeat the pairs of words.Objectives • To check and consolidate grammar studied in this module . five for each sound. sell the sentence to them and they will correct the sentence at the end. • When they have checked their answers. e. 8 Thereisn't enough money. • Then read out each sentence and sell it to the highest bidder. write some of the pairs on the board and tell students to make a sentence containing both words (e. • To revise vocabulary associated with money. Answers • Ask students to talk about two more shops . and the sentence goes to the highest bidder.

haggis. • Write the names of the four celebrations on the board. It is usually sung at Hogmanay f'hogm. Answers The most likely answers are: 1 Edinburgh Festival I 4 Burns Night 2 Highland Games 3 Hogmanay Exercise 3 • Students individually decide which of the celebrations they would like to attend and think about their reasons.at midnight on New Year's Eve. bagpipes. Among his best known poems are 'Comin' through the Rye'. • Students discuss which of the events would best suit the four people and prepare to give reasons for their choices. Ask students to close their books and to say as much as possible about each of the celebrations. 'The Banks of Doon' and 'Auld Lang Syne' I. • Encourage students to correct their own work.IT • Students discuss what is not true in the false statements.J:ld lrel) 'zain/ which is Scottish English for 'good times long ago'. and other words are explained in the text (e. The students then exchange views in groups and see how many have chosen the same event. answer the questions. The farm failed but he had a post as exciseman and he continued writing. tossing the caben. first fooVng). where they are held and what happens at them.g. • Students discuss what would be the best celebrations for an English visitor to see. Warm-up Ask students what they know about Scotland . Exercise 4 • Students work in pairs writing about two celebrations.most of the new words they can guess from the context (e.g. Tell students not to worry about new vocabulary . Exercise 2 • Students work in groups reading the texts.encourage them to say as much as they can. Exercise 1 • Students read the information in the Factfile and.Background Robert Burns (1759-96) was a Scottish poet. . in pairs. His first poems published in 1786 were at once successful and he bought a small farm. pooling their ideas and seeing how much they can remember. Answers 2F 3T 4T SF 6F I. • The groups then exchange papers and read each other's accounts of the celebrations..melf . saying when they take place.

The dialogue between Host and Guest (Exercise 2) for the difference between needn't and don't have to. mustn't. b) behaviour during a school examination.must/mustn't/needn't and have to/can't/don't have to There are notes on the use of must/mustn't/needn't and have to/can't/don't have to on page 128 of the Students' Book. deciding which is the most appropriate verb. Answers a) ~ must. suggested 2 have to 6 mustn't answers 3 must 4 have to/needn't/can't have to have to 5 must 7 have to/needn't/don't Exercise 1 This exercise focuses on the difference between must and have to by emphasising who the decision-maker is in each situation. You may wish to direct students to the notes while they are doing the exercises or for reference at the end. t1 4. reading the dialogues aloud and discussing the meaning conveyed by the verbs. don't/doesn't have to • Students make statements using these verbs about: a) behaviour in a science laboratory. The dialogue between Doctor and Patient (Exercise 2) for the difference between mustn't and can't. • Check students' answers by having them read the statements aloud. depending on who has made the decision. IVllnl-grammar 42. • Students work in pairs completing the exercise and agreeing reasons for the choice of verbs. needn't b) ~ have to. 4 5 Answers 1 must 2 needn't 3 have to 4 have to/can't 5 must 6 must/mustn't 7 needn't 8 mustn't/must Exercise 5 • Look at the example (needn't) with the class and ask students if there is another possibility for the first sentence. Both must and have to are possible. Exercise 4 • Students read and discuss the situations in pairs. advise students to look back at the uses of the verbs in the previous exercises: Exercise 1 for the difference between must and have to. Exercise 3 • When studying the table. Tell students that more than one verb is possible in some sentences so the most important thing is the reason for choosing the verb. • They then read out their sentences in groups and the group assesses the accuracy of the sentences. can't. Answers 1 obligation 2 obligation 3 prohibition 4 prohibition 5 lack of obligation 6 lack of obligation • Students write sentences about next week/the weekend/the school holidays. Answers top cartoon: person speaking bottom cartoon: another person 8 have to/needn't/don't Exercise 2 • Check that students understand the meaning of 'obligation' and 'prohibition' by asking them for examples from school life or their homes. saying what they have to/needn't/can't/must do. • Students work through this exercise in pairs. 70 .

• Students match the definition with a Key Word (cyberspace). There is a real danger that the sea level will go up and there will be flooding in different countries in the world. The sister goes into space and travels at the speed of light for ten years . 2 We know that the planet's climate is changing. they write definitions for two more Key Words. At the end of the module. virus. Aldous Huxley (1894-1963) was interested in science and philosophy and developed a very personal style that makes his novels difficult to classify.Module objectives Draw students' attention to the module objectives at the top of the page. • Write three columns on the board: have come true. a modern version of Prometheus. to tell the class what they know and give their opinions. Answers Resource used Cassette. Extension • Ask students to recall science fiction books or films. This is already happening in countries like Bangladesh and some parts of Europe. read or written Internet pages and. Background Mary Shelley (1797-1851) was the daughter of the anarchist political thinker. known as androids. H. William Godwin and the early feminist. Ask them if they have written an e-mail message. 71 . Have students read their ' sentences aloud and have a class discussion on where to place each prediction. with her husband and the poet lord Byron. The Earth's atmosphere is gradually getting warmer. android. time travel. They all took part in a ghost story competition. will never come true. whether they may come true during their lifetime or whether they will never come true. that's a very interesting question. He w is best known for his two political satires: Animal Form (1945) and 1984 (1949). Imagine the situation of two twins . if so. a democratic SOCialist ho hated totalitarianism. Students then guess the meaning of the other words and use the Mini-dictionary to check their answers. (Herbert George) Wells (1866-1947) was a British novelist who wrote science fiction stories such as The War of the Worlds. The groups then report back to the class and see if there is general agreement.but it won't be possible for a very long time to make artificial humans. A new virus could develop that we have no power to stop. Britain. Exercise 3 • Play the cassette and ask students to make notes about the predictions. In 1984 he describes a bleak future where society is controlled by 'Big Brother'. Warm-up Exercise 1 • Ask students to read the texts and the pictures and to say if they have heard of any of the writers. world flooding warming. virtual reality. She married the poet Percy Sysshe Shelley. alien. Mary Wollstonecraft. 1 2 3 4 making androids (artificial humans) flooding In different countries time travel a virus develops which we have no power to stop Tapescript 1 Well. global science fiction. it may sound surprising. if 50. that can think or feel in the same way as we do. George Orwell (1903-50) was a very politically conscious writer.G. The groups then read their definitions to the rest of the class who have to guess the words. In groups. to discuss what they did and if they had any problems. genetic engineering. Ask students to think about which of the module objectives they expect to find easier and which they expect to find more difficult. • The class then discuss any other predictions from science fiction books or films that have come true. 3 Well. seen any of the films or read any of the books . It is already possible to make artificial organs and parts of the body . • Students look at the Key Words and say which are similar to words in their own language.and. She started writing the story on holiday in Switzerland. Brave New World is his most popular novel and a good reflection of his scientific and philosophical interests. Frankenstein is her best-known book. will soon come true. this is a very real danger for the planet. Exercise 2 KEY WORDS Options Practice Students develop the definition practice in Exercise 2.when she comes back to Earth she is thirty years older than her twin brother! 4 Unfortunately. • Students work in groups discussing which predictions have already come true and which they think will come true in their lifetime.a brother and sister. for example. cyberspace. It Is something we really should be worried about. students can see if·their predictions were correct. They should write down sentences about the predictions made in them and decide whether they have already come true.

Answers 1 cybercriminal 5 the Net 2 e-mail 3 virtual 4 cyberterrorist 6 hacker Routes through the material o If you are short of time. cybercriminal. agriculture. . virtual reality Possible problems Students tend to overuse will to express the future. • When checking answers. Answers 1 is going to continue 3 will get/will disappear 2 are going to see 4 will become Exercise 5 • Students work in pairs. money. through headsets and special gloves and suits equipped with sensors. language Powerbook 1 1 10d pages 50 51 Powerbook tne Word Corner on page 51 g. GRAMMAR Focus ~xercise 2 • Ask students how useful it is to read the title of a text or a newspaper headline. • To practise using will and going to to talk and write about the future. the user can directly interact with a 3-D computer programme by moving 'inside' it. If you wish. education. IAnswers I the Internet Exercise 3 Resource used Grammar Summary 10. a suitable natural break is after Exercise 5. personal relationships. cybertenorists. the Internet and e-mail. The tapescript in Lesson 18 gives the history of the web. Cyberio is a leading magazine dealing with issues related to cyberspace. Some students may have more knowledge than others of cyberspace. elicit topics and write them on the board to start students thinking. set some of the exercises for homework and omit Exercise 6. language practice o If you have time. do the Options activities. health. • Students read the text quickly and check their guesses. o If you have two lessons for a unit. students discuss which topics will be in this text. government. Virtual reality is a development of computer technology in which. hacker. hobbies. Background Both people quoted in the text are real. • Ask students to make sentences of their own using some of the Key Words. Peter Wojciechowski is a leading Australian expert in the field of virtual reality. Ask students if they would include any other topics if they were writing the article.vec further In computer vocabulary Mini grdrnmar 1 1 lOb PREDICTIONS Exercise 4 will and going to Before you start Exercise 1 • As a class. homes. food. ask students what time period the other verb forms refer to: Present Perfect (past linked to present). The Language Powerbook gives practice in the use of will and going to separately as well as contrasting them. finding the Key Words and working out the definitions. • Check answers by having students read out the sentences in the text containing the Key Word and then substitute the definition in the sentence. e. • To practise using vocabulary of cyberspace. finding the sentences in the text and discussing the uses of the two forms.17 Tomorrow's World Objectives • To use the title of a text to predict the content. Some of its most popular applications are flight simulators and a variety of arcade games. • Students look back at the text and discuss whether they agree with any of the predictions made in the text. e-mail the Net (Internet). sport. students discuss life in the next twenty years and the effects of technology. In pairs. virtual (world). present time. work.g. 'The Future of Cyberspace'. communication. • Students study the sentences and underline the verbs referring to the future. • Students read the text again. travel. Draw students' attention to the use of will in the question and example answer and encourage them to use similar structures.

4 The house is going to fall into the sea. Extension Students look back at the Key Words (cybercriminal. station. Answers J The cars are going to crash. the future of the planet. He's going to faint/be angry/be surprised. Ask students to think of situations in which the statements would be appropriate: It's going to rain/fall down/break. 11 b 2a Refer students to Grammar Summary 10 for further explanation and examples.g. post office. the future of learning. Exercise 7 • Check students' answers by having them read the text aloud.. hacker. ask students to think of a situation in which the alternative comment would be better..restaurant. 3 He's going to walk into the bus stop. • The groups report back to the class and see if their views are shared by the rest of the class. Exercise 9 • Take some of the topics and elicit both optimistic and pessimistic predictions about them.g. Where will they learn) What subjects will they study? How will they learn (teachers/books/ computers)? What age will they start/finish school) What will universities be like? • Ask students to guess what the people are going to do. However many people ..' (He's going to get some money) 'Anna is going into the Sports Centre.) Other places .' (She's going to play tennis. Each student chooses one topic to make predictions about and writes three paragraphs using these expressions from the text to start each paragraph: In the last thirty years. park. exchanging predictions and taking turns to be an optimist and a pessimist..g. • Then. Some experts . e. church. the future of medicine. 2 She's going to have a baby.. e. e..g. 73 .. . hospital. Options Practice Give students some suggestions of topics to make predictions about. 'I think there will be no newspapers. • Ask students to give their opinion about how students will learn in the future (using wi/n. 'Peter is going into the bank. Answers 1a 2b 3a • Draw students' attention to the use of expressions such as I think!! hopelJ believe that before will to express personal opinion. • When checking answers.. • Write prompts on the board. We're going to be late/win. library. e.' • Students write one optimistic and one pessimistic prediction about each of the topics. Students discuss how these activities can be stopped.CYBERSPACE Answers Exercise 10 • Students work in pairs. in small groups. cyberterrorist) and discuss examples they have heard of or read of concerning these activities.' 'I think all newspapers will be in colour. students select three or four of the topics (or other topics of their own choice) and discuss them in more depth. Exercise 6 • Students do the exercise individually and then compare answers with their partners.. I think Exercise 8 • Students look at the pictures and write statements. I Answers 1 is going to 2 are going to 3 are going to 4 will 5 will • In pairs students make similar pairs of statements beginning: 'We have clear evidence that in the next few years .

pausing for students to mark their answers.g. • After checking the answers. Before you start Exercise 1 • Students work in pairs. After students have checked their answers to the exercise.g.1 Background This lesson g~Sfme of the history of the Internet and shows sorne'ct the· possible uses. people in universities all over the world began to use the network to share ideas. Answers a3 bl c6 d2 e5 f4 Listening Exercise 2 • Students read through the questions and note down what they think are the answers. ~ers ~ b • To focus on prominently stressed words as an aid to understanding . play the cassette several times and pause the tape after each question to give students time to answer. The quote is from Pablo Picasso (1881-1973). Dr May. the one about Brighton). it's strange but the Internet was started by tile military. other parts could continue working. Students will probably be able to guess the meanings from the context. pausing to check new vocabulary and to ask more detailed comprehension questions. . people started calling it the Internet. now the Internet is important for entertainment. the most successful virtual bookstore. Spanish painter and sculptor. ancient. see if they can guess the meaning of these words. play the tape again. archaeological sites. Powerbook pages 52-53 Exercise 4 Useful vocabulary: mindblowing. a suitable natural break is after Exercise 4. If it is helpful. Do not pre-teach these words. • Students work in pairs.5). Dr May: Yes. Commerce on the Internet has grown dramatically in the last few years. What worried the Pentagon in the 196057 What did people in universities use the network fort o If you have two lessons for a unit. In the 1980s. Elicit which text the people are probably looking at (number 3. nuclear war. Exercise 5 • Read the rubric with the class. Presenter: And then scientists started to use the network. 74 . exercises for o If you have time. playing games and getting information.18 W~bsit~s Objectives • • To practise extensive and intensive listening skills. Tapescript Presenter: Welcome to 'Future Now'. To find information from a website.g texts 1.3. have some of the students give a short talk about 'What I know about the Internet'. SKILLS Focus Exercise 3 Useful vocabulary: military. righU Dr May: Yes. (. He was the most influential of twentieth century artists and also one of the most prolific. information about local events during the next week and weekend e. And in 1969 they thought linking computers into a network so that if one part of the network was destroyed. • To practise making plans and suggestions over the telephone.com. • Play the tape two or three times if necessary. • Students then look at some of the texts in more detail. how did the Internet begin) Dr May: Well. boutique. network. Routes through the material o If you are short of time. you can play the tape again for more intenstve comprehension and check the meaning of these words at that stage. Resources used Cassette. but the USA is way ahead of Europe with important e-commerce businesses like Amazon. e·mail. checking vocabulary and reading some of them aloud (e. set some of the homework. • Students then look at the Internet page and listen for the one item of information (which thing the two people decide to do). matching the uses in the list with the website texts. from local newspapers. They used it for work and for fun. 3a 4b Possible problems Students may panic when faced with the listening task (Exercise 3). Language When students have completed the exercise. In the 1960s the Pentagon were worried about communications after a nuclear war. asking and answering the questions. • Have some of the pairs then report back to the class. Today we are going to discuss the Internet with Dr Jennifer May from Manchester University.the key content words in every sentence that are stressed. Presenter: Then it was in the mid·1990s that the Internet really began to grow fast. e.

Mandy: On Friday there's a fashion show Lucy: Sorry! Mandy: There's a fashion show this weekend. Pause after each sentence for students to identify the stressed words. Mandy: Let's do something. and mine. This is Mandy. I'll get her. 7 Let's meet at Q. 1 Hello.. Ah... Why don't we go on Saturday morning? Mandy: Well. Virtual Planet. Lucy. tshouts away from the telephone) Luuucv' Mandy: Helio.lQ. hello Mandy. Tapescript Mother: Mother: Mother: Mother: Hello. er the Colosseum. 973273.CYBERSPACE Answers Go to the cinema on Friday evening to see Richard Bailey's new film. Let's meet at 6. Mandy: OK. I've got a music lesson on Saturday morning. Mandy: Well.30. Ask them to guess some of the missing phrases in the dialogue. I can't '" mm . Mandy: Hi. Do you fancy doing something on Friday night? Lucy: Mmmm. • Then play the cassette for students to repeat the sentences.g. How are yOU! Yes." UflgUO'fE • Ask students what they know of Pablo Picasso.. Lucy: Mmm. Ask students if the same strategies apply in their own language (e. there's that new Richard Bailey film on at the . Answers 1 973273 6 Sorry? i guOTE . Lucy: Hello. Extension Those students who have access to the Internet may like to bring in a copy of a page giving information about Brighton or about one of the latest English language films. Mrs Turner. when listening to announcements at stations or airports. I'd love to. Answers and tapescript The stressed words are underlined.. I[{by don't we go on Saturday morning? 4 Well. This is MamJy:. Mandy: Yeah. I can't '" mm . • Students then work in pairs phoning each other.1Q this weekend! 3 Oh good. What are you up to this weekend! lucy: Me. This is Mandy. revise telephone language by looking back at the Function File and having students say the expressions aloud. have them read the sentences aloud. 75 . making suggestions of what to do at the weekend. • Some of the pairs can say their conversations again for the rest of the class to hear. Lucy: Oh. ~ the cinema. outside the cinema. Practice Students look back at the Whot's on in Brighton text and make further telephone conversations about what to do at the weekend. Maybe. when listening to someone telling them about their holiday). See you tomorrow Mandy: See you. Do they like his paintings? (Why/Why not?) Which of his paintings have they seen? • Read the quote and ask students what Picasso meant . Mandy: Fine thanks. bring it so that students can include it in the things they would like to do.IJQ. just hang on a second. accepting or rejecting the suggestions and finally agreeing what to do and making arrangements. • Students listen to the seven sentences on the cassette. I've printed out the Internet page Lucy: What's on! Mandy: Just hang on a second . • Students then listen to the tape and complete the dialogue. I've got a music lesson on Saturday morning. I'm not doing anything this weekend.Why did he think giving answers was useless? What is more important? Ask students if they agree that computers can only give answers. great. nothing. 2 What are you . Would you like to go? Lucy: Yeah. good.n£y doing something on Friday night? 6 Well. S Do you f9. • Each student makes notes of what he/she would like to do from Friday afternoon to Sunday afternoon. please! Mandy: Thanks. 2 This is 3 please 4 hang on 5 are you up to 9 Would you like 14 See you ° 7 Why don't we 11 I'd love to 8 Do you fancy 12 I'd better I can't 13 Let's • When students have checked their answers. Can I speak to Lucy. Why! Speaking Exercise 8 • If you have information about what is happening in your area the following week or weekend.. I've got homework to do. when listening to TV or radio. • The pairs tell the rest of the class what they decided to do. I'd better go now. Exercise 6 • Students read the phrases and look at the telephone conversation in the Function File. Exercise 9 • Before students do the pairwork. • Read through the examples with the class and elicit more things to do. Mrs Turner. I'd better go now. Options Pronunciation Exercise 7 • Read the Strategies box with the class. Richard's my hero you know. Well. Lucy: Right.

If I don't finish my homework. • Students look back at the conditional sentences in the dialogue and read them aloud. definition 3). stressing the important words in each sentence. Students then discuss which of the uses are possible at present (All except virtual holidays). Answers 2 Will you go out with me on Saturday night if you finish the project? 3 If you go to that website. Resources used Grammar Summaries 11 and 12. do the Option activity. • Students read the two questions.g. Possible problems • Students may use will after if in conditional sentences. Language Mini Powerbook ) pages 5.19 Virtual R~ality Objectives • To practise using first and second conditionals. Exercise 3 • Tell students the dialogue is completed in Exercise 7. Answers Routes through the material If you are short of time. • Students then complete the table. Lesson 17 has notes on virtual reality. When reporting back to the class. 7 What will you do if the weather isn't good tomorrow! 8 My sister won't go to London if she doesn't pass her exams. e.r. There are revision exercises in the Language FIRST CONDITIONAL Exercise 4 You may wish to remind students of the zero conditional (see Powerbook... If you/I go to . Why did they chose a particular virtual reality holiday? • Check answers by asking students to read the sentences aloud..J-·55 • Refer students to Grammar Summary 11.. then read the dialogue to find the answers. • Students then discuss questions 2-4 in groups before reporting back to the class. Virtual holidays are still something from science fiction but will soon be technically possible. Note that other terms may be used for conditional clauses in some grammar reference books. e. If it rains.g. Background The London Science Museum has an excellent interactive website.lr Before you start Exercise 1 • Ask students to look back at Lesson 17 and find the definition of virtual reality (Exercise 3. Language Powerbook for exercises) before practising the first and second conditionals. you'll find some interesting information 4 Will you go to that concert if it rains! S She'll buy a computer if she gets that job..1rlll tl. . • Remind students that the important words in a sentence are stressed. GRAMMAR Focus 2 He'll go camping if the weather is good. • Students then complete the conditional sentences talking about themselves. Write the beginnings of some of the sentences on the board and add more prompts.. . . • Ask students to look at the sentences again and note where the comma comes (after the if clause). • To assess whether websites are real... Then have them read the dialogue aloud in pairs. If the weather's good.g. Exercise 5 Exercise 2 • Students look at the two websites and decide which is the real one (The Science Museum). if + Present Simple tense will + infinitive If you have two lessons for a unit. • Students may need to revise zero conditionals (If plus imperative). . Answers 1 She has to finish her project. o o o If you have time. a suitable natural break is after Exercise 6. If I pass the examination. e. students should give reasons for question 3. . set some of the exercises for homework and omit Exercises 13 and 14. real/open conditions (1st conditional) and unreal/hypothetical conditions (2nd and 3rd conditionals). 6 I'll give you the information if you telephone me tomorrow. • Students read the sentences in italics in the dialogue and decide which situations are being talked about (b). ).

talking about the futures. Exercise 10 • Students work in pairs reading the sentences and deciding who could say them.. also check the use of the comma. y (rnachmes) • Ask students to make more sentences using I would make more friends if ". 4 If I were/was a computer expert. • When checking answers. Exercise 13 • Elicit other topics to add to the list for the future. 2 If I played computer games all the time.CYBERSPACE Exercise 11 Exercise 6 • Students work in pairs making the chains of conditional sentences. have small groups of students read through their texts and check them. If I had a holiday in the USA. ask students if they can suggest what the other person would say. reading their chains. Language Powerbook the Word Corner on page 55 gives further L • When checking students' answers. ". . • Write prompts on the board for students to complete: If we had a holiday from school tomorrow/next week. • Students then look at the places listed in the exercise and suggest things to do and see in each of them. money. Answers 1 If I won the lottery. so that students have sufficient time to think about their answers. • This exercise can be given for homework. 77 . • Students complete the table. • The pairs can then work in groups._~j practice n vocaoula. • The pairs can then work in groups of four. Exercise 12 • Elicit suggestions for places students would like to visit and ask them for their reasons. discussing their ideal futures. ". If I had a lot of money. I would buy a new computer. SECOND CONDITIONAL Exercise 7 • Read the questions with the class. • Students work in groups. Ask students to make sentences using If I were/was a millionaire. I Answers if + Past Simple would + infinitive Exercise 9 • Students read the sentences again and discuss what the people are expressing. remembering to stress the important words.g. Option Practice Develop Exercises 13 and 14 and have individual students give short talks to the class about their ideal future. hobbies.. Each group then votes for the best chains to be read aloud to the class.. If I lived in England.. holidays. Answer Exercise 14 • Students work in pairs. if you wish. . c Refer students to Grammar Summary 12. reading out their sentences. • Students work individually writing a conditional sentence for each of the places listed and for another three places of their own choice. or If I was . Answers j no 2 no 3 no 4 yes • Students then read the dialogue aloud in pairs. 3 I would go to Tibet if I had enough money. 5 I would make new friends if I used the Internet. e. I would be a bad student. I would earn a lot of money. I . friends. Exercise 8 • Read the example sentences and ask students what'd stands for in the second example (would).. if appropriate. • Encourage students to check their own writing and. Answers 1a 2b • Point out to students that we can say If I were . ". Find out which are the most popular places. Students then read the dialogue and answer the questions.

ZO Virtual Tourism
Objectives
• To practise intensive and extensive reading skills (anticipating meaning, scanning). • • To develop strategies to match topics with paragraphs. To identify important words in a text.

SKILLS

Focus

Reading
Exercise 2
• Students read the text quickly (give them a time limit of two minutes if you wish) to check their guesses.
Answers 1 Auckland is a big and modern town, a business centre. 2 There is an influence from the Maori /'rnauri/ culture. 3 There is a beautiful park. 4 Auckland is next to the sea.

• To practise using linking words (addition) - a/so, as well as, too. • • To practise collocations with do and make. To listen to a talk to find out main facts.

Resources used
Cassette, wall map of New Zealand.

Possible problems
Some students may know less than others about New Zealand and so feel at a disadvantage.

• If you have a wall map of New Zealand, put it up and encourage students to say what they know about New Zealand and life there.

Exercise 3
• Read the Reading Strategies with the class. • Ask students to look back at the text 'The Future of Cyberspace' in Lesson 17. Ask students to read aloud the first sentence of each paragraph. Discuss how the first sentence predicts the content of the rest of the paragraph. • Students then look at the text in Lesson 20. In pairs, students read each paragraph and underline 3-5 important words in the paragraph. Students then report back to the class and see if they agree about the important words. There will be some differences but students should have chosen many of tne same words, e.g. in paragraph 1 -largest city, North Island, seaport, business, multicultural.

Background
Auckland is the largest city in New Zealand. Background information on New Zealand is in the Comparing Cultures tapescript. An Internet page has text and graphics or photographs. Some of the words on the page are blue, and when the cursor passes over them, it changes shape and becomes a hand. These blue words are the links to hypertext and if you click on them with the mouse, they open up new pages of information which, in turn, may have more blue words to take you further away from the initial information into more specific areas.

Routes through the material o If you are short of time, set some of the
homework and omit Exercise 8.

exercises for

Exercise 4
• Students follow the last two strategies from Exercise 3 and match the topics with the paragraphs. • When checking answers, have students read out the first sentence of the paragraph to show how it relates to the topic.

o o

If you have time, do the Options Activities.

If you have two lessons for a unit, a suitable natural break is after Exercise 5.
Powerbook pages 56-57

Language

I

Answers a2 b5 c3 de4 f1

Before you start
Exercise 1
• Ask students to cover the text and look just at the photographs and guess four things about Auckland. Encourage students to talk about the photographs as much as possible, and to contribute other information they know about Auckland.

• In groups, students discuss what would attract them personally if they went to Auckland, using the structure: If I went to Auckland, I'd Ijke to ..

Exercise 5
• Students locate the words in blue in the text. Ask students how these 'hot words' (or 'hypertext') work on a real Internet page. • Students work in pairs, matching the information with the words.
Answers 1 business and industry 2 Maoris 3 Wellington 4 Auckland Harbour Bridge 5 nuclear free zone

78

CYBERSPACE

Exercise 6
• Ask students to find the words in the paragraphs in the text and to read aloud the sentences containing the linking words. Ask students what these linking words do (add more Information) Ask students to translate them into their mother tongue. • Students complete the exercise, then compare their answers in pairs before checking answers as a class.
Answers
I

• Read through the topics with the students before they listen to the cassette and ask students to guess the answers. • Students then listen and note down the information about the topics and see if their guesses were correct.
I

Answers

and Tapescript

Female: New Zealand is a country in the South Pacific, to the south-east of Australia. It has over 270,000 square kilometres 3 also but has a small population - about three and a half million people in all. The capital of the country is Wellington, but the largest city is Auckland. The main language is English but Maori is also an official language. 83% of the people are of European descent, mainly of British origin. Only 9%of the population are MaoriS, the first settlers, who came to New Zealand in the thirteenth and fourteenth centuries. The South Island is cooler and wetter and the North Island is warmer and sunnier.
I too

2 as well as

• In groups, students write a similar paragraph using the linking words about their own town or region. The groups can then read their paragraphs to the rest of the class. • Recommend that students organise all linking words they come across into groups according to their function and to keep track of them in a special section of their vocabulary books. They can label this particular group of words 'words used to add more information or to reinforce the information already given'

• In groups, students write a similar text about their own country. • The groups then read out their texts to the rest of the class.

Vocabulary
Exercise 7
• Students read the sentences and write make a trip and do watersports in the correct columns.
• III pairs, students complete the table with the other nouns. Answers
(NOte that we can say make or do your bed)

Options
Practice

If possible, record the talks about their own country which students prepare in Comparing Cultures. Students can then replay their talks and self-assess them.
ExtenSion

do: the shopping make: a phone call your bed a noise

an exam

very well at English a prediction friends

the dishes a mistake

a suggestion a cup of tea

Students look back at Exercise 4. Ask them which topic was not included in the text (nightlife in Auckland). In groups, students discuss what they think is the perfect nightlife and then write a paragraph about 'nightlife in Auckland', beginning 'Nightlife in Auckland is ... .' . The groups then read their paragraphs to the class.

• Students then write five sentences using expressions from the table. Students read their sentences to their partners.

Speaking
Exercise 8
• Students work individually choosing what they would like to see and do during their weekend in Auckland. Ask students to fill their diary from Friday evening until Sunday afternoon. • Have students read out the example dialogue and elicit expressions for agreeing, disagreeing and making suggestions. • Students then work in pairs, exchanging ideas and deciding what to do and see during the weekend. • The pairs then report back to the whole class.

79

Communication Workshop
Objectives
• To make notes from information on an Internet page. • To write an Internet page with the help of a model and instructions. • To listen to a song and extract important words. • To listen to a documentary for main facts. • To discuss and plan a lunar holiday resort and give a talk about it.

Stage 1
• Refer students to Writing Help 5 to help them as they work through the four stages. • Remind students that the first stage of writing is always planning. • You may wish to let students prepare some of this project for homework if they wish to find out information from reference sources. • Students make notes for the three paragraphs about History, Things to see, Things to do. Monitor the activity, assisting students if necessary.

Resources used
Cassette, Writing Help 5.

Possible problems
Some students may have fewer imaginative others and so careful grouping is needed. ideas than

Stage 2
• Remind students that the first sentence of a paragraph is usually the key sentence because it gives the tOPICfor the rest of the paragraph. • Students write their key sentences.

Background
Writing: Vancouver is the capital of British Columbia, the Canadian province on the Pacific. Listening: Kraftwerk are a German group and were the first group to start producing 'techno' music in the 1970s, using synthesisers and computers.

Stage 3
• Students write their texts. Refer them to Writing Help 5 and remind them of the linking words they have practised. • Students underline the 'hot words' in their texts which someone could click on to get more information about the topic.

Routes through the material o If you are short of time, omit the Talkback stage
writing and speaking workshops.

of the

o o

If you have time, students can do the Options activities.

If you have two lessons for a unit, the natural break is after the writing activity.
Powerbook

Stage 4
• In pairs, students read their texts and check language used, using Writing Help 5 (checking). • Encourage students to improve their own and their partner's texts.

Language

pages 58-59

Writing: An Internet
Before you start

Page

Talkback
• Form small groups and read the example exchange with the class. • Students read their texts and ask for more information about the underlined words. • Groups should ensure that all the group members' texts are read and discussed. Move around and monitor the activity but do not interrupt. • Comment on any important mistakes you hear and try to get the class to suggest corrections.

• Ask students what they already know about Vancouver encourage them to say as much as possible. • Students work in pairs reading the text and completing it with the extra information. • Check students' answers by having them read out the complete text.
Answers 1 Pacificcoast/overSOO,OOO/original name- GasTown 2 Galleryof TribalArUVancouver Aquarium 3 skiing/icehockey

Listening
• Ask students what words they would expect in a song called 'The Telephone Call' • Students read the seven sentences and guess what the missing words might be. • Play the tape for students to complete the sentences.

• In pairs, students choose one of the sections of the text and give the information in full sentences as if in a talk, e.g. 'There are a lot of interesting things to see when you visit Vancouver

80

pausing it to ask more detailed questions. I call you up from time to time To hear your voice on the telephone line. Another Japanese company. Speaking: PLanning a HoLiday Resort Before you start Exercise 1 • Students look at and talk about the picture. Stage 3 • In pairs.ask them to give reasons. Revise relevant vocabulary. In fact. history. • The class can then find out what each group has decided in common and what is different in their lists. Elicit what information is appropriate. Elicit what students think would be essential to have in the lunar holiday resort . number of pupils and staff. etc. Extension Students discuss whether they think holidays on the Moon will be possible. from the year 2012 ordinarv passenger flights to the Moon will probably begin. Hilton. students write an Internet page for their school. The number you have reached has been disconnected. building.000-room Lunar Hilton. encourage them to say what they felt was better this time than in previous talks and which parts of their talk they felt most comfortable with. Remind students to note the price of everything to ensure they do not exceed their limit. Other practical problems are even easier to solve.000 people to live in.g. is planning an enormous dome for 10. The groups can then show their pages to the class and the other students can ask for more information about the 'hot words'. Also. A Japanese company is planning a super golf course on the Moon. e. ask them to give reasons for their opinion Tapescript The number you have reached has been disconnected. Stage 1 • Students look at the picture and the costs of everything. I give you my affection and I give you my time. Students write their pages and underline the 'hot words'.CYBERSPACE • Play the cassette again. You . students discuss what they have each got on their lists and agree what they should put in their lunar holiday resort. will make it much easier to take materials and people to the Moon. This is extremely important. discuss what they think the answers are. • In pairs. One of the problems of human life on the Moon can now be solved . I can you up ail night and day. Where is the ice on the moon? (near to the two poles of the Moon). You're so close. Talkback Exercise 2 • Students listen to the cassette and answer the questions in Exercise 1 Tapescrlpt Male: Scientists have recently discovered large amounts of ice near the two poles of the Moon. The number you have reached has been disconnected. parks. disagreeing and making suggestions. the Obayashi Corporation.g. but far away. Stage 2 • Elicit the language of agreeing. Options Practice In groups. If students have different opinions. Already a phone company has promised that you will be able to use your mobile phone on the Moon.it will be possible to use the ice on the poles to get oxygen to breathe. ego space shuttle. is already planning to build an enormous 5. Private companies are also interested in lunar travel. in pairs. because it means that it will soon be possible to live on the Moon. The hotel chain. The dome will have houses. e. the Venture Star. One of the most interesting Ideas is to build a holiday resort on the Moon. • Students read the questions and. What do they think would not be essential? • Students choose what to buy with their $30 billion and write notes with reasons for their choices. TrYing to get a connection on the telephone line. Would they like to have such a holiday? (WhylWhy notr) How have holidays changed over the last fifty years? How do students think holidays will change in the future? Answers 1b 2c 3b 4a 5b 6a 7c 8a . • When the talk has finished the other students can ask questions if they Wish. • Students discuss the problems they had when giving their talks. The new NASA space shuttle.everything that you need. Answers 1 number 6 time 2 time 3 telephone 4 so far 5 nighUday 7 voice • Students discuss why the singer is always phoning. Who made Venture Star? (NASA). location. gardens . students prepare notes for their talk to the class. Encourage them to speak from notes rather than reading a complete text. subjects. Imagine the situation now You have just arrived on the shuttle for a two week adventure holiday on the Moon.

Pisces I'paIsi:zI. • To revise compound words related to cyberspace. I I Answers 1 to have a good relationship 4 to become 7 to receive 5 to improve 8 to possess 2 to contact 3 to manage 6 to continue doing something Grammar Exercise 1 • Ask students if they read their horoscopes. • Each student says what sign he/she was born under and their names are written on the board by their signs.going to.. family/friends. Pronunctatioru Exercise 6 Irl • Read the examples with the students and elicit when we sound the r (before a vowel or y) and when we don't sound it (before a consonant or at the end of a word) Students discuss whether this is the same in their language. • To practise pronunciation of words with the letter r. /'e'dri:z/. Write on the board what characteristics each of the signs is associated with. world (It changes the sound of the preceding vowel). Libra l'Ii:brd/. Aquarius /. VocabuLary Exercise 4 • When checking answers. health. Cancer /'krenSd/. Exercise 2 • In groups. Do they believe them? • Ask students to look at the zodiac names and to say which is their sign. Exercise 3 Answers 1 studied/would pass 6 continues/will be 8 will send/give 2 wililearn/do buy 3 is/will come 5 could/would you like 4 would you do/won/did/would 7 would panic/saw/would run 82 .. Probably some students will know more about this than others and they should be encouraged to tell the rest of the class what they know.n/.'te'dri. • Students choose another star sign and write a horoscope. students read each other's horoscopes and say which they think are the best ones. • Students listen to the cassette and repeat the words. Routes through the material o If you are short of time. learn.. Sagittarius /.R~vi~w Objectives • To check and consolidate grammar studied in this module . Leo I'li:'du/. they can suggest different characteristiCS.. some of the be given for homework. Ask what sort of topics most horoscopes includeromance.'kwe'dri'ds/.s/. money. work/studies. Options Extension • Students look again at the star signs. will. 2 warming/learn/world/worklperform/virtual/worse/search [. Gemini I'd3em'dnaI/. • Ask students what effect the r has before a consonant in words like warming. Scorpio I'sb:pi'du/.sred3. Tapescript I 1 rain/dramatic/worry/astronauUvirus/arrow/reality/history • Students read the horoscope and say if it is going to be a good or bad week. ask students to read out the part of the text which supports their point of view. Are any of the students Sagittarians? • Have students say the names of the signs after you: Aries Taurus I't~:rds/. Capricorn /' keepriko. ask students to use the compound words in sentences. • Students then discuss whether they think the charactenstics associated with each sign are shared by these students.e:~ will start badly but end well. first and second conditionals. When checking answers. • To practise the use of get as a multipart verb.. Virgo I'v3:g'dU/.. Answers cyberspace website genetic engineering science fiction computer programme space shuttle e-mail Resource used Cassette. 3 computer/tour/hacker/frontier/nuclearlsolar/power • Draw students' attention to the verb forms used to express the future (going to in the first sentence and will in the rest of the text). If the group of students born under a particular sign disagree.. Language Powerbook pages 60-61 Review exercises can Exercise 5 • Ask students to read the eight sentences aloud.

you know what I mean? But it can be frightening. • In pairs.) work together a short talk for the rest of the class. They're beautiful and if you're lucky. saying what skills. water skiing.Module objectives Draw students' important attention to the module objectives at the top I Tapescript lOne of the things I like is that it's so Silent.relaxing colourful exciting wet free great beautiful freezing frightening strange they know. listen to the cassette sounds they might hear on the cassette. students Pause the cassette time to note the adjectives Answers Speaker 1 . about understanding discuss their activities Extension Students who have done one of the water sports to prepare equipment (sailing. 2 It's great fun. speedboat racing. cold. and match the sounds with the photos. you know. etc. Students in the class has done. Warm-up Exercise 1 • • • Ask students Students Students what sounds they associate with the sea. which they can guess and which they need to look up in the Mini-dictionary. just being there. 20 metres below. And when you feel something on the end of the line. it's great. You're free. You forget about all your worries. wet. of the page. colourful. Ask students for them. 3 My family's got a yacht and we often go out at the weekends. The group then gives the talk and the rest of the class listens and asks questions. diving.silent Speaker 2 . Sometimes I don't catch anything but it doesn't matter. and the only problem is that the water's freezing! I've been to Turkey twice. body surfing • Students read the Key Words and discuss which activities cassette. great. freezing. Exercise 4 I Answers 2C 3A 4D ·1B KEY WORDS Exercise 2 KEY WORDS • beautiful. fishing. activity they do and to then choose some adjectives how it feels. to think about which are the most Resource used Cassette. It's like another world down there.cold Speaker 4 . 83 . It's a lot of work and you get very cold and wet. sunbathing. windsurfing. training. calm. look at and talk about the photos. twice if necessary. silent. I go to the beach in my home town in England. scuba are needed. relaxing. jet skiing. • Students Answers 1 scuba diving 2 windsurfing 3 sailing 4 fishing listen to the cassette. sailing. exciting. nobody Options Practice Ask students to think of a sporting to describe in pairs. And. predicting what i and in the summer. you just forget about everything when you're out at sea. really exciting. surfing. I can sometimes go quite fast when there is a good wind. well. strange Students read the Key Words and then listen again to the after each speaker to give used. The pairs report back to the class about what they would Students see if there are any activities that to do and where. free. you know. scuba diving. 4 I started when I was a kid. swimming. frightening. where they do the sport and how it feels. you can see strange creatures like octopus. It's really relaxing. and there you can do it all day. students discuss which activities they do and which they would • like to do (or would not like to do) and where they like could do them. Exercise 3 • Tell students to listen to find out which activity each person every is talking about and not to worry word. you can see some really colourful fish. but I love It.great Speaker 3 .

wave. overboard. either from real-life or fiction. You may wish to extend this to include TV programmes in which the sea is important. If so. ask them to tell the class the story. (They all give information about time or sequencing. (Thomas Stearns) Eliot (1888-1965). The Maelstrom is set in the Norwegian fjords and 'maelstrom' is another word for 'whirlpool' in English. I Exercise 4 Useful vocabulary: soul. words. • To practise using the second conditional for speculation. Answers 1 An enormous wave washed him overboard. • The pairs then order the paragraphs and read them through to make sure the order is correct. He was a Nobel prize winner in 1948. Reading Exercise 3 • Read the Reading Strategies with the class. Language Before you start Exercise 1 • Students discuss the films listed. the exercises for o If you have time. [ Answers BA C ___ survive. Exercise 2 Exercise 6 • Read the words to the class and ask them what function these words have. they quickly read the paragraphs. edge. Students should be able to guess the meanings of these words as they read the story more closely. He wrote famous horror stories like The Fall of the House of Usher. Exercise 5 • Students discuss whether they think the story is true or not. Students can check their answers by using the Mini-dictionary. exhausted. S. giving reasons. • Ask students if they know of any other strange stories involving the sea. Powerbook pages 62-6:3 2 The wind and waves were taking it there. SKILLS Focus • Students work in pairs finding the Key Words in the pictures.Zl Spa Storips Objectives • To read sections of a story and sequence them using prediction strategies and linking words. The barrel was lighter. o If you have two lessons for a unit. not black. • Students then discuss any other films in which the sea is important. Background Edgar Allan Poe (1809-49) was an American poet and short story writer. they can work in pairs. He was born in the USA and became a British subject in 1927. Possible problems Students may be unfamiliar with activities in which they have to sequence texts. ask students in groups to write four or five more questions about the story. 4 He was terrified. • Ask students to make sentences of their own using cloud. • Students discuss the possible order of the pictures. verbs. • When checking students' answers.) 84 . extend the discussion (Exercise 1) of films that students have seen. His poems include The Waste Land and Four Quartets and his verse dramas are Murder in the Cathedral and The Family Reunion. If they do. set some of homework and omit Exercise 10. moon. The musical Cats is based on his poems. saying what they are about and giving their opinions of them. violent. • Read through the questions with the class. ask them to read out the section of the story which gives the answer. noting the linking • To talk about and give opinions of films seen. 3 Heavier objects went down into the whirlpool quickly. float. a suitable natural break is after Exercise 5. related to time and to form nouns. The quote is by T. horizon. • In pairs. Routes through the material o If you are short of time. dive. • For more intensive comprehension practice. Students then read the story again to find the answers. • To use wordbuilding techniques adjectives and adverbs. The Murders in the Rue Morgue. • To use linking expressions sequencing. 5 Because his hair was white. • The groups then ask and answer questions. without looking at the text. He wrote the first ever detective story.

What do they think Eliot means by 'the river within us' and 'the sea all about us') Ask them what feelings they have about the sea. then. . • As a whole class. asking them to identify the part of speech of each word. Exercise 8 • Students study the table and see if they can guess what the other forms of the word are. students then discuss their answers. divide the class into three groups. Answers terror (n) to save (v) terrified/terrible safe (adJi (adj) _J ~to_c_le_a_r_(v_) __C_le_a_r_(a_dl_) __C_le_ar_ly_(_ad_v_) . Each group studies one section of the story to find words describing feelings. Answers terrified homfyins calmer exhausted Practice In groups. • In pairs. in the end.adjective. suddenly. students think of three more situations like those in Exercise 10. discuss ideas for each of the four situations. students write a story containing all these linking expressions._ Exercise 9 • Students use their Mini-dictionary to look up the correct form of the word they have to use. They can then compare answers with their partner before checking answers as a class. In groups. Answers 2 uncommon 7 unsafe 3 mysterious 4 length 5 fortunately 6 dead 8 unclear 9 SCientists 10 identify • When students have checked their answers. • They can then read the text and see if their guesses are right. Ask students if they can think of expressions to describe the sea and people's relationship to the sea. Answers lOne day 2 when 3 Suddenly 4 then 5 Afterwards 6 in the end guon . when.g. afterwards. • Ask students to make sentences about what makes them feel calm. Options VocabuLary: WordbuiLd'ing Exercise 7 • If you wish. Extension Write on the board: one day. using the second conditional form where appropriate. • The pairs can then report back to the class and students can decide which IS the best action for each of the situations.u~guon Students read the quote.. e. The groups then ask each other what they would do in the situations. • The groups then report back to the class and the words are written on the board.. The groups then read out their stories to the class. • Check spelling when checking students' answers. eliciting as many suggestions as possible. go through the text again. 1 terrifying . terrified or horrified. Speaking Exercise 10 • Remtnd students of the second conditional form which they practised in Module 5.THE SEA • Students work individually completing the text.

• Some of the pairs then report back to the class and students find out which is the most popular place for holidays. Answers She is having a long holiday in the Mediterranean . a suitable natural break is after Exercise 6. going out at night. Nowadays. reading books • Read the Key Words with the students and ask students which of these things they like to do on holiday. asking and answering the questions. • Students then work in pairs. swimming. exercises for I Answers the present and the past ----------------------------~ ~both o o If you have time. showing that the action started at a particular point and has continued until now. If you have two lessons for this unit. paying attention to appropriate stress and intonation patterns. set some of the homework and omit Exercise 12. eating seafood. Resources used Grammar Summary 13. she has been on two terrific excursions. Exercise 4 • Students work in pairs reading the sentences from the letter and matching them with their uses. Answers have been 2 have been 3 has had 4 have always known 8 haven't met 5 Have you seen 6 haven't seen 7 have had 86 . South end and Margate. • To use vocabulary connected with the seaside and holidays. as reflected in this lesson. Ask them what else they like to do and revise some of the water sports vocabulary from the module warm-up page.a period of time Mlnl'grammar Before you start Exercise 1 KEY WORDS doing water sports. she is getting a good sun tan. playing games on the beach. Then have them cover the text and answer some more questions. Possible problems Students may confuse the use of the Present Perfect and the Present Simple forms and have problems with the use of for and since. have them read it aloud in pairs. • To talk about holidays. r-~rs ~b --------------------------------------~ 3a Refer students to Grammar Summary 13 to study at home. it may help to draw a time line on the board. Exercise 2 • Students read the letter to find out why Helen is enjoying herself.g. sunbathing. Answers language since . (Who is on holiday with her? Why is her brother happy)) Language Powerbook the Word Cal ner on page 65 gives further practice of holidav vocabulary Background The 'seaside' is a concept that developed in the nineteenth century when trains began to take the urban masses to coastal resorts in Britain. do the Option activity. PRESENT Exercise 3 PERFECT (3) • Read the two sentences aloud for the students and ask them which time period the sentences are talking about Routes through the material o If you are short of time. she is learning to windsurf. picture postcards of holiday places in the students' own country.the weather is great. Powerbook 11 7 pages 64-65 • Ask students if the (underlined) time expressions refer to a point in time or a period of time. e.GRAMMAR Focus Objectives • To use the Present Perfect with for and since to talk about things that started in the past and continue up until now. • Give students one or two minutes to study the letter again. staying in an apartment or hotel. e. • If some of the students are unclear about the answer.g.a point in time for . many Britons take their holidays in the Mediterranean. Exercise 5 • When students have completed the dialogue. • To read and write an informal letter to a friend. Turkey is a destination growing in popularity. people in London went to Brighton.

The class can ask up to four more questions of places in their country groups. but not on holiday. If you of the letter on the board.THE SEA Exercise 6 • Students work in pairs matching the examples in Exercise 5 with the three uses listed in Exercise 4. build up the beginning eliciting • letter themselves. show students where people there? What have you done? What have you seen? Are you happy (why/why not?)? What do you like about this place? What to the class. conversation In pairs. to answer the questions: practice. asking and answering students the questions Go over from Exercise 9. I • Answers 1 since 2 for 3 for 4 since 5 since 6 for Exercise 8 Students write their sentences The groups and then. from the class. students answering go on holiday. Exercise 11 • Read the instructions sentences and the cues with the class. Exercise 9 • • Students write the questions. in hospital/prison/a The pairs write six 'How long have you been I • Answers 1c 2c For further 3c 4c 5a 6c 7c 8a some picture parkla restaurant. choice. Go through to ask about the holiday.g. Students Exercise 12 • • • Read the example Students with the class. 87 . any general at the end of the activity. Some of the pairs can then roleplay their conversation the class. Give them some examples. read out have their sentences. Option Practice In pairs. students zoo/in a cinema/a sentences postcards imagine they are somewhere else. can see how many students the same likes and hates. where they are. Go round and monitor problems as they are working. before moving on to Exercise 10. task in Exercise Exercise 7 • Check students' answers by having them read the sentences aloud. In write a postcard these questions: This shorter from the place of their 'How long have you been so far for exercise will prepare here) What IS the weather on your holiday)' the letter-wntmg like) What have you seen/done writing 11. e. without saying to don't you like about this place?' Each pair then reads its sentences guess what the place is. Students check their letters themselves or read the letters pairs and peer-correct. each for the prompts and elicit questions then do the telephone taking a turn to ask the questions. in groups. by the in then continue wish. Check this exercise Answers a) How long have you lived in your present flat/house? b) How long have you been a student? c) How long have you known your best friend) d) How long have you had this book) Exercise 10 • • Students work in pairs.

sometimes live in another country because they don't want to pay high taxes.g. taxes. work reasons and educational reasons. Finally. o If you have two lessons for a unit. e. • Play the cassette two or three times if necessary Answers family drought volcano political problems Possible problems • The topic of emigration and immigration may be a sensitive area for some students. • Ask students to give examples of family reasons for emigrating. a prolific US singer and songwriter who became famous in the 1960s for protest songs. war. political problems. • To practise showing that you are following what the other person is saying. such as war. volcano. emigration is not a free choice. some people have to emigrate to escape from a dangerous Situation. like sports stars. These emigrants have to leave their homes to save their lives. • Elicit situations in real life in which people listen for a specific piece of information. • Some students may be less sAful and confident interacting in their own language than other students and so may feel self-conscious w~en interacting in English. listening to the weather forecast.). He won a Grammy award in 1998. Bob Dylan has gone through a whole range of styles from folk to hard rock. Routes through the material o o If you are short of time. • Students listen to Part Two of the programme and compiete as much of the table as they can during the first listening. If you have time. work. drought. earthquakes. • Then ask students if they know anybody who has emigrated. Encourage them to say as much as they can about the people and where they went to. education. The quote is by Bob Dylan (born 1941 Robert Allen Zimmerman). however. sit.Z3 Going Ov~rs~as Objectives • To practise listening for specific information. politics. For the majority of people. religion. let's look at some reasons why people leave their homes to start a new Ifie in a different country. • To practise involving the person who is listening to you. Background I The tapescript of the Oomparing Cultures spot gives background information on British emigration in the nineteenth and twentieth centuries. There are many reasons why people emigrate. drought /draut/. • Ask students to make sentences of their own using some of the Key Words. But first. Ask students how they would abbreviate other words (e. Language Powerbook pages 66-67 Another reason people have to emigrate is often after a natural disaster. Before you start Exercise 1 • Begin the discussion by telling students of people you know (real or imaginary) who have emigrated. Resource used Cassette. education 88 . • Elicit some of the abbreviations students use when taking notes in their mother tongue.g. The quote comes from the album 'Highway 61 revisited'. floods. volcanoes. omit Comparing Cultures. Probably the most common reason for emigrating is to look for work in a richer country. Ustening Exercise 3 • Read the instruction with the class and point out that they need to listen for the reasons that are not mentioned. Exercise 4 • Read the Listening Strategies with the class. we'll hear about the real experiences of some emigrants. do the Option activity. Living and working in another country is the best way to do this. a suitable natural break is after Exercise 4. Some people want to learn about different ways of life. • To practise showing interest when listening to another speaker in a conversation. listening to announcements at stations and airports. such as an earthquake or flood. Tapescript Presenter: Why do people decide to leave the country of their birth? In this week's programme on emigration. Very rich people. fam. Draw students' attention to the technique of using the first few letters of a word demonstrated in the Strategies box (econ. Tell them where/when/ why they emigrated and about their new life. • Ask students which countries suffer from floods. This is because of high unemployment in their own country. England) using the same technique. SKILLS Focus • Check students' understanding of words they know and let them look up new words in the Mini-dictionary. Exercise 2 KEY WORDS family.

play the item again. and now. students discuss which countries they would like to live in if they didn't live in their own country. how did you leave) Speaker 2: I paid a lot of money to some fishermen. I suppose it isn't. er. No food for our children.THE SEA • Students see what information they still need to complete their table and listen for this information as the cassette is played again. Er. but now the police know about me. I don't know what will happen to me. and I know they will put me in prison if I go back. Answers 1 Australia 2 West Indies New Zealand India Canada South Africa Pakistan China • Play the two interviews again and ask students to give their opinions about the different reasons for emigrating.no one else Pronunciation: Exercise 6 Showing interest • Students listen to the conversation and make a note of whether the listener is interested or not. The sea was calm so we didn't have any problems. There's been no our country for years and years. Exercise 5 • Read the Function File with the students and see if they can guess the missing expressions." UNgUOTE Students read the quote. I don't agree with my government. Mm. we just hired a pedal boat and went across! Presenter. Answers Reasons How Who 'l/ffil Speaker 1 . right. I Option Practice () i Answers 1 you know what I mean 6 How terrible 7 is it 2 right 3 Really 4 No 5 Maybe 8 I suppose it isn't --------------------~ • Students listen to the conversation again. Speaker 1: We just want to work and send money back to our family. • Students then listen to the cassette and see if their guesses are correct. That's not wrong. Then.brother Speaker 1 . • Students then take turns to interview each other. Do they think the expressions 'a complete unknown' and 'a rolling stone' are good for describing how it feels to be without a home? Ask students if they can think of any more adjectives or expressions to describe this feeling. Presenter. er. The second person I spoke to was a woman who left her country for political reasons. mm. drawing attention to both the question forms and the responses. but I'm worned that they may send me back.fishing boat Speaker 2 . What would be the advantages (any disadvantages?)? Where would they like to go? • Read through the prompts and elicit suggestions for each of them so that all the students have some ideas to start with. Mm. Exercise 8 • Read through the example dialogue with the class. Answers 1 interested 2 interested 3 interested 4 not interested 8 interested 5 not interested 6 not interested 7 interested from their country. Presenter. secretly. Presenter: rain In -------------~ Tapescrlpt: see Teacher's Book. Well thank you very much. Nothing. The first speaker found an unusual way to escape. . Maybe. and. page 95. students prepare a short talk explaining why they would choose a particular country and what they think life is like there. working individually. As a class. • Students then write notes about each of the topics. I suppose they'll send us back. page 95. Why did you do it? Speaker 1: You know. which means there's no How terrible! work. And if that happens) Speaker 2: If they do that. Ask students why the listener was not interested in some parts of the conversation. it seems a bit silly now. Speaker 1: It was only a few kilometres across the sea. and they took me in their boat. • They then tell the class some of the most interesting things about their partner's imaginary stay in the United States. What reasons do students think are the best reasons for emigrating? I Tapescript: see Teacher's Book. er. Presenter. but my brother and I escaped on a little pedal boat. If some students have got an incorrect answer.work Speaker 2 . Writing and Speaking Exercise 7 • Ask students if they would like to study for a year in the USA. No) Speaker 1: But. When I arrived. Really) Speaker 1: Yes. is it? Presenter: Interview 2 Presenter. gUOTE . it was all quite easy. and so. 1 Some people are prepared to risk their lives to escape • Check answers by playing the cassette again. • Students listen to the cassette to find the answers. You see. we're a family offarmers. No. I spoke to two 'boat people' who escaped across the sea. illegally. well. Presenter. when we arrived we were picked up by the police. I lived with some friends for a while. J Tapescript Interview Presenter. pausing after each item. Speaker 1: Welt. paying attention to the intonation patterns of the interested responses. you know what I mean? Presenter: Yes. • Students read the two questions and guess the answers. Speaker 2: Yeah. I'm trying to get a work permit to stay here. realiy.political reFlasons Speaker 2 .

acrobatic. starfish Routes through the material o If you are short of time. • Ask if any of the students keep tropical fish . Ask students what they think of performing dolphins. Possible problems Some students may confuse comparative structures using than and as. shark. • Read the first comment to the class again. practice of animal vocabularv and adjectives 90 . IIIiiIiI ~I. ray • Have students say the Key Words aloud and check pronunciation. have students read the comments aloud with expression. exotic. e. Powerbook 1 pages 68-69 Language Mini grammar Exercise 4 • Read aloud the first example with as much expression as possible. encourage them to tell the class what ': was like. Remind them to stress the important words. • To practise using comparative and superlative structures. If students are interested in the topic. do one of the Options activities.es further • Check students' comprehension of the other Key Words by asking them to translate the words into their mother tongue. ask students to read out the section of the text that gives the information. • In groups. exercises for o If you have time.'~"'~ Z4 Und~rs~aWorld Exercise 2 GRAMMAR Focus Objectives • To practise extensive and intensive reading skills (skimming the text to get the gist and scanning to extract specific information) with a brochure from an aquarium. encourage them to tell the class about their hobby. Resource used Grammar Summary 14. • Elicit the title of each section of the brochure from the students and ask them which sections they think will be most interesting for them.if so. Useful vocabulary: iceberg. ------------~----------------~ • Students work in pairs looking at the pictures and identifying the fish and animals. seal.ft{odu(e oj . spectacular. Answers 1 anglerfish 5 goby fish 2 toad fish 3 rays 4 crabs. they offer 'hands-on' exhibits for children. Penrhyn is a Welsh name. Students will probably be able to guess the meaning of these words from the context.g in circuses. Language Powerbook the Word Corner on page 69 g . squid. • When checking answers. As well as offering spectacular exhibits. When checking answers. Exercise 3 • Students read the text again. dolphin. like sharks. penguin. polar bear. • To practise using animal vocabulary. fin. Background Aquariums are growing in popularity in Britain. extend the discussion to include other performing animals. coral. starfish. Answers 2 Polar World 3 Discovery Pool 4 Virtual Reality Voyage Before you start Exercise 1 crab. set some of the homework and omit Exercise 4. students discuss which part of the 'Undersea World' they would like to visit and why.if they do. • Students then skim the brochure quickly concentrating on the sections that appeal to them. • Ask students if they have ever been to a similar aquarium or sealife centre . Elicit the linking words used to contrast different ideas or opinions (but/on the one hand/on the other hand/however) and ask students to translate them into their L1. tropical fish. Answers starfish crab penguin ray dolphin shark • Ask students to look at the text again. • Students then read the other comments and match them to the areas of the aquarium.

Answers short adjectives . Options Practice Students work in groups. slow. writing a paragraph comparing two places in their town or area. 2b This man is taller/slimmer. big. two restaurants/cinemas/ schools/football teams/parks/sports centres/supermarkets. • Students copy the table. commenting on one of the areas in the Undersea World . • When checking answers. students continue to read the text and complete the table. Exercise 7 • Students write the comparative and superlative forms of the adjectives. • After talking about themselves. deadlier/deadliest most beautiful most spectacular Exercise 11 long adjectives -less athletic intelligent. • Students then read the sentences (1-4) and match them with the uses.better/best louderiloudest tinier/tiniest most intelligent younger/youngest noisier/noisiest most exotic Possible answers 1a This boat is more expensive/faster/more 1b This boat is smaller/more economical. asking students to suggest an animal that demonstrates each quality. with students asking and answering the questions. friendly).the comments can be positive. . Be careful not to embarrass any student. Students write the comparatives and superlatives of these adjectives in their table (e. friendly. using the adjectives to compare the two boats and then comparing the two men. • Each student then thinks of an animal and writes down some notes to help when describing it. hairy. e. • In pairs. comfortable. Extension Students look back at the comments in Exercise 4. less/least athletic. students may like to ask a similar series of questions about the teachers in their school. I I Answers 1 smaller 2 the most intelligent 5 better 3 The biggest 7 the most popular 4 the fnendliest 6 the easiest Exercise 9 • Students work in pairs.THE SEA COMPARISON Exercise 5 • Read through the table with students and ask them to suggest other examples of short adjectives and long adjectives. students take turns to describe their animals. Answers friendlier/friendliest louder/loudest better/best more athleticJmost athletic more spectacular/most spectacular colder/coldest smaller/smallest more exciting/most exciting crueller/cruellest younger/youngest • Have students make five sentences of their own using some of these comparatives and superlatives. beautiful. common. • Working in pairs. also check spelling. noisy. negative or a mixture of both. Answers 1 I a 2b 3 c 4 c Refer students to Grammar Summary 14 for study at home. small. In pairs. Exercise 8 • Students can compare answers with their partners before checking answers as a class. dangerous. using comparative structures.friendlier/friendliest stranger/strangest bigger/biggest less colourful most up-to-date irregular adjectives . colourful.g. • Read the example with the class. Exercise 6 • Read the uses (a-c) with the students. The pairs then say their dialogues tor the rest of the class to guess which area they are talking about. With the whole class. Exercise 10 • Do this as an oral exercise. ugly. • Students then read out their sentences and check the answers. 2a This man is younger/handsomer/heavier/stronger/more experienced. heavy • Go through the Key Words with the class. students prepare a dialogue. friendlier/ friendliest) .g. or members of a famous pop group or sports team. fast. read the Polar World text and elicit the adjectives (less athletic. The groups then read out their paragraphs and see if the rest of the class agree with them. Students can then say their sentences to their partners. exotic.

Exercise 2 • Read the instructions and make sure students understand the task. Tell students they need not have an equal number of good and bad points. clear structure with a statement of things in favour. omit the Talkback stage writing and speaking workshops. • Students then write the heading and the first draft of the report. etc. use of numbers and letters to outline the main and subsidiary points. Tell students that they can invent an attraction if they wish Background The model report shows the style of reports in British English: use of formal language. students read each other's reports and discuss whether they agree with the opinions and conclusions in the reports. If you have two lessons for a unit. Resources used Cassette. • One member of each group reports some of the group's conclusions. To practise using vocabulary concerning the environment. • Students work individually. students can do the Options activities. A good report should have a very clear structure ana use very clear language. of the o o If you have time. Try to ensure that all students have a role that they can manage successfully. Stage 2 • Read the list of good and bad points about the aquarium with the class. Dolwyn Bay is an invented place. • In groups. a statement of things against and a conclusion. students discuss which of the attractions they like best. • Check students' answers. They should also use their own writing checklist based on the mistakes they have made in previous writing tasks. Gavin Sutherland wrote the song 'I am sailing' and it became popular when the Scottish singer. the natural break is after the writing activity. Talkback • In groups. Writing Help 6. Writing: A Report Before you start Stage 4 Exercise 1 • Go through the first example with the students. • To practise giving opinions. • Each member of the group chooses one attraction to write about. • Students then work in pairs. the best time of year to visit the attraction.(ommuni(ation Workshop Objectives • To write a report about a tourist attraction. bring them to class and use them to elicit a list of tourist attractions. • Students plan the four paragraphs of the report. pages 70-71 Stage 3 Language Powerbook • Refer students to Writing Help 6 for advice on layout. • Point out the heading of the report: What information does it give? How is this heading different from that of a formal letter? Make students aware of how clearly the information is recorded. • To prepare for and take part in a public debate. Rod Stewart. Routes through the material o If you are short of time. vocabulary and linking. Refer them to Writing Help 6 (checking). Tell them to consider the sort of people who like the attraction (adults? children? families?). making comments about the aquarium. Answers 1 general description 4 conclusion 2 list of good points 3 list of bad points • Students read the report and match the paragraphs with the headings. • Students check their drafts. sang it. Stage 1 • If you have any leaflets about tourist attractions in the area. • To practise using linking words of contrast. listing the good and bad points of the attraction they have chosen. 92 . leaflets of tourist attractions in the area. Go round and assist with ideas or new vocabulary if necessary. • Read the example of how to report the conclusion to the rest of the class. • Students can then make similar comments about their town or their school. Possible problems Some students will be more comfortable with the public debate activity than others. Write them on the board. Explain that students do not have to understand every word to carry out the task. • • To listen to a song and understand it.

students discuss and list the pros and cons of the plans to build a big oil refinery in Dolwyn Bay. giving their opinions and stating their case. students discuss what images are used to express the idea of 'returnrng' (sailing/flying like a bird). students prepare a report about the plans to build a big oil refinery in Dolwyn Bay. who can say? We are sailing. we are sailing. jobs. The oil refinery will pollute the sea and we won't be able to fish. Extension If there are any development plans currently affecting the students' own region or country. (un)employJDeQt. • Check students' understanding of the useful vocabulary and ask some comprehension questions. but this will be the end of the fishing Industry. • In pairs. Can you hear me' Can you hear me? Through the dark night. We are sailing. Exercise 2 • To start students thinking. • Look at the notes for the local shopkeeper with the class and see if students can add any more points to support his point of view. there are more pros or more cons. drawing students' . • Students read the text about Dolwyn Bay. to be near you. across the sea. • Remind students that this is a 'public debate'. e. home again. Answer the owner of a fishing boat Listening • Students read through the text and guess the missing words. When everyone in the group has spoken. fishing industry. I am flying. (The chairperson then gives his/her opinions as a member of the community at the very beginning of the debate). far away. Be/ore you start Exercise 1 Useful vocabulary: coastal. For example.are these songs usually slow or fast? sad or happy? Stage 1 : KEY WORDS busineIs. asking students to translate them or put them into a sentence in English. development. students take turns to give their opinions. Tapescript Speaker: I'm totally against the plan. For one thing. like a bird. Exercise 3 • Students read through the list of people and then listen to the cassette. How many people live there) (8. Students should be able to guess the general meaning of these words from the context. • Then they listen to the song and complete the text. e. to be free. • In groups. I am flying. pollute the sea. oil refinery. across the sky. Each person is allowed to finish what they want to say before the next person speaks. wildlife park. If you wish. across the sea. not an informal conversation among friends. Answers and Tapescript I am sailing.THE SEA Speaking: PubLic Debate attention to the use of stress to give emphasis to your opinion. wildlife • Go through the Key Words with the class. to be with you. stormy waters. • The pairs then report back to the class and see whether. I am flying. • In groups. to be with you. you may wish to elicit one or two pros and cons of building a big oil refinery in Dolwyn Bay before students work in pairs. • Students practise on their own. • Students then discuss any other songs they know about the sea . pausing it to check students' understanding of disaster. traffic. to be free. Tell the students the report is for the local government authority and is written after the public debate they have just had. I am dying. Talkback • Each group reports back to the class. passing high clouds. eil refinety. Stage 3 • Read through the example with the class and point out how one speaker states his/her case before the next speaker agrees or disagrees and then goes on to state his/her case. to be free. I am sailing.000) Are there a lot of young people there? (no) What new industry will there be in Dolwyn Bay in the future? (oil industry). each group can appoint a chairperson to control the debate. environment. the group has a general discussion and tries to reach agreement about the plans for Dolwyn Bay. 'feeling unhappy' (crying/dying). I am totally against the plan. saying what plans they agreed on. overall. the pros and cons of these plans can be discussed in class. It's difficult now. it will be terrible for fishing in the area. marine 6fe. I am sailing.g. • Play the song again and ask further questions: 'What is the situation in the song? Where is the person going? Who is he going to see? Is the person really sailing?' • In pairs. • Play the cassette again.g. to be near you. Options Practice In groups. pollution. 'having difficulties' (stormy waters). stormy waters. Stage 2 • Read the Function File with the class. we need money to build new fishing boats. I think it will be a disaster for the local area. home again. each student chooses a role from the list in Exercise 3 and writes notes about his/her opinions of the plans. forever crying. It would be much better if we put more money into the fishing industry. noise.

b or cl which they hear. special qualities. Pronunciation: Exercise 7 /0:/. • In pairs.g. Then. . play the tape for students to Write down the words. • Have students repeat the words and isolate the vowel sound for repetition if necessary. • Ask students if any of them sail . • Students then read out their sentences to the class. Check their spelling. matching the words and the definitions. Answers There are no set answers.--. students continue reading the questions and writing answers. some of the be given for homework.where is the yacht? What's the weather like? How does the person feel? • Do the first two items in the exercise with the class. Vocabulary Exercise 5 Review exercises can • Check students' answers by having them read the sentences aloud. where it is found. • Ask students to choose five of the words and put them into sentences. • To practise the pronunciation of 10:/.R~vi~w Objectives • To check and consolidate grammar studied in this module . Exercise 4 • Read through the text in Exercise 3 again with the students. • If you wish. comparatives and superlatives. /:J:/.. I 1c Answers 2e 3a 4f 5b 6h 7d 8g Exercise 2 • Students work in pairs. • Students then listen and repeat the words. 7 terrified Exercise 6 • Students work in pairs. • To revise vocabulary associated with the environment and the sea.. • Some of the pairs can then read out their answers to the class. /3:/ • Students listen to the three words.Present Perfect. appearance.. • Some of the descriptions can then be read to the class guess the animal. asking and answering the questions. films! books it has been in. Answers 1 pollution/dramatically 6 beautiful/clearly 2 length 4 educational 8 noisy 5 colourful 3 dangerous/safety/freedom Routes through the material o If you are short of time. • Students then listen and identify the vowel sound (a. The most important point is that students should use the Present Perfect and Past Simple tenses correctly in their answers. • Students write their descriptions. Language Powerbook pages 72-73 Grammar Exercise 1 • Students look at and talk about the picture . have they had any frightening experiences? Exercise 3 • When students have completed the text working individually. Answers 1c 11 b 2b _-_ 3b 4a 5c 6a 7c 8a 9b 10 b 12 c Tapescript a) car 1 girl 7 burn b) small 2 fall 8 shark cl bird 4 fast 10 all 5 learn 11 war 6 calm 12 turn 9 door 3 caught the great white shark. 1:J:1 and 13:1. then ask them to make sentences using as many of the words as possible. to Resource used Cassette. they can compare their answers in pairs and discuss what the animal is. students read each other's texts and guess the marine animal. Answers 1 oldest Animal2 bigger 3 fast 4 better 5 strongest 6 the most dangerous 7 the deadliest -- . Suggest they write between six and eight sentences. 94 . Elicit the main points about a marine animal that need to go into the description e.if so.

(not interested) Female: And this is a photo from our bedroom window. Female: And this is when one of the passengers fell into the water and almost drowned. . government. parliament. hot spring. Canada and South Africa. Answers 1 the All Blacks S MaoriS 2 Kiwis 3 Mount Cook 4 the weta • Ask if any of the students like rugby. Exercise 6 Female: I had a fantastic holiday in Egypt.. head of state. Male: Yes? (totally uninterested) Female: This is me by the swimming pool Male: Really? (bored) Female: This is a photo of our boat trip. There's Male: Mm7 (mild interest) Exercise 2 • Students work In pairs reading the text and answering the questions. 4 an outdoor lifestyle S beautiful landscapes 7 8 a shark. • Students work in groups.Celtic. Scandinavian. People also emigrated to Britain. In the 1800s and 1900s.g. Male: Mm. era. India and Pakistan to come to Britain because there were so many jobs. the British government invited people from the West Indies. a huge lake with windsurfing.North Island/warm climate South Islandfcooler with higher rainfall Tapescript: 1 2 Lesson 23. Have they seen the All Blacks (on TV)7What do they think of them) Do they know any ot er New Zealand sports people? Exercise 4 • Elicit the section headings in the text and write them on the board (e. Many British people emigrated to Australia. • Students look at the table in Exercise 1 and guess what some of the answers are. British Commonwealth. Anglo-Saxon. There's also a strong Chinese community in many British cities.English and Maori Weather . old age pension. Male: Mm.Exercise' • Ask students what they know about New Zealand encourage them to say as much as possible. 1 It was the first country to give the vote to women.3. tennis courts Male: Mm. Exercise 5 • Using the information from Exercise 4 and the same headings as the New Zealand Factfile. There were two swimming pools.with a mixture of cultural influences . did you really? (interested) 4 5 6 Female: Here is a photo of my family outside the hotel. Norman. Male: Yes? (showing interest) Female: The hotel was really fantastic. • Check students' understanding of democratic.in the South Pacific Population . Answers Location . 2 agriculture 3 It was cut off from the rest of the land on Earth for 80 million years. French .6 million Languages . vote. more cultural connections were made with almost all parts of the world. After the Second World War. Answers . Exercise 3 • Students work individually finding the names in the text.. as the British Empire grew. students write a similar factfile for their own country. New Zealand. The class decides which five differences are the most important. geography). • Students then read the Factfile and complete the table. were there) (interested) 3 Female: I went on a boat with a glass bottom looking at the amazing multi-coloured fish. Male: Mm. using the headings to think of differences between New Zealand and their own country • The groups report back to the whole class and see if there is agreement about the differences. (very interested) Tapescript: Lesson 23. Comparing Cultures Reader: Britain has always been a multicultural society .

PRESENT PERFECT.sw. matching the sentences with the people. Exercise 7 • Check students' answers by having them read out the question and the answer. I can't work anymore. have students explain the difference in meaning. . the retired millionaire. Tell students they can write about the past. We . Answers 1 Haven't you fed 5 wrote 2 worked 3 has written 4 has worked 6 have you put 8 do not understand Exercise 4 • The person is thinking of the past in the sentence: I've always liked sweets.g. Present Simple and Past Simple on page 128 of the Students' Book. Answers 2 no 3 yes · 1 no Exercise 8 • Students can check their answers with their partner before checking answers as a class. I Exercise 2 • Students work in pairs. e. Answers 1 has always been 2 bought 3 has had 7 swim 10 know 11 attack 4 has lived 5 opened 12 tried 6 have already visited 9 never have 13 hit Exercise 3 • Check students' answers by having them read the sentences aloud. present or future for this person. When either verb tense is possible. Exercise 1 • Students look at the pictures and say what is happening.. I . • Students then match the sentences with the drawings. Exercise 5 • Students can compare answers with their partner before checking answers as a class. You may wish to direct students to the notes while they are doing the exercises or for reference at the end. I A. students write three or four more sentences for one of the people. PRESENT SIMPLE AND PAST SIMPLE There are notes on the use of the Present Perfect. Answers 1 know 6 have 2 have had 3 have known 4 has been 5 am • Ask students to write two similar sentences about themselves using the prompts: (Xl is my best friend. Exercise 6 • Students work in pairs.ers 1 b 2c 1c 2b 3a 3a • In pairs. translating the sentences. • Check the translations and discuss the differences in the verb tenses used in English and the students' own language. • The pairs then read out their sentences and the rest of the class guess which person it is.

Couples performed acrobatic moves. jazz. At the end of the module. Options Practice Students carry out a class survey to find out the most popular kinds of music and most popular groups and singers.ention to the module objectives at the top of the page. Then. 2 I really like house music. jive. students discuss other kinds of music and dance and add words to the Key Words. . much better than this techno noise today! I was a good dancer. flamenco. In the early 70s my girlfriend and I. we went to the disco every Saturday night and danced for hours. KEY WORDS Exercise 4 music: house. I go to clubs on both Friday and Saturday night and I come home really late. Background The 'jive' was danced to rock'n' roll music in the 1950s. and in what order. and rave. Resource used Cassette. you know. • Students then exchange views and see if they share the same opinions. starring John Travolta. disco dancing. didn't they? 3 It seems like yesterday. Saturday Night Fever was really popular. We danced to music by Elvis Presley . samba Those students who are keen on music and dance can explain any words that others in the class may not know. Many 'rave' clubs came equipped with 'chill-out' rooms where dancers could take a break and drink water to stop them becoming dehydrated. rap. • Students look at the photos and Key Words and identify rock 'n' roll. but. see how much information each group can remember about 'their' person. jig. Ask them which they expect to find most difficult and which they expect to find the easiest. On Sunday I sleep all day. students can see if their predictions were correct.Module objectives Draw students' att. reggae. at a friend's birthday party. 'Rave' clubs had a reputation for being places where young people experimented with drugs such as 'ecstasy'. John Travolta and the Bee Gees.real music. Warm-up Exercise 1 . rock 'n' roll dances: disco. • Students work in pairs talking about their favourite music to listen to and to dance to. Exercise 3 • Students listen to the seven extracts on the cassette and grade them for dancing.Their music was really good for dancing. with the man spinning his partner through the air. techno. • In groups. I couldn't do it today. All-night dance parties in the 19905 were called 'raves'. they did the same when they were young. You needed a lot of energy to do that dance. • Divide the class into three groups and ask each group to listen carefully to one of the interviews as you play the cassette again. you know. My mum gets angry with me. Answers 1 disco dancing 2 raving 3 jive In groups. 'Disco' dancing became popular after the film Saturday Night Fever. Tapescript 1 It was very romantic. rock 'n' roll. My boyfriend and I won a competition once. came out in 1977. Extension Exercise 2 • Students look at the photos and listen to the cassette. students discuss and decide what music to play. • Play the cassette again and pause after each extract to have a show of hands for those who rated it 5-star *****. but I suppose it's over forty years ago. well.

Irish jig. for example. palaces. Answers 1 Rudolf von Laban and Isadora Duncan 2 popular dances are usually popular for only a short time 3 waltz and polka 4 the mixing of immigrant cultures produced new forms of dance 5 breakdancing breakdance. Powerbook pages 74-75 Language ·1d I 2c 3b 4e 5a Before you start Exercise 1 KEY WORDS Exercise 4 • Read through the questions with the class. waltz • Students read the Key Words and explain or translate them. a suitable natural break is after Exercise 4. the twist. classical ballet.l~ L~t'sDan(~ Objectives • To practise reading a text quickly to identify the type! genre. Students should be able to understand the general meaning of these words from the context. contains over 30 volumes of material. matching the words to make compound nouns. Answer a CD ROM encyclopedia Resources used Pictures of traditional dances of the students' own country (and. • Students work in pairs answering the questions. Routes through the material o If you are short of time. • Students can compare their answers in pairs before checking answers as a class. Exercise 3 Useful vocabulary: Renaissance.check that sentences fit the text by focusing on linking words and pronouns. Possible problems Some students may be less interested in music and dance than others. • Ask students for their answers and ask them to give reasons. • To talk about preferences about music and dancing. • Ask students how difficult they think the text will be and why. studying the example given of Paragraph 1 and sentence d.look at the missing sentences and gaps 3 . a cassette of the music for these dances). flamenco. • Students then follow the stages in the Strategies: 1 . an American dancer and film star. • To practise vocabulary related to music and dancing.read the text to get a general idea of the content 2 . Answers Background The invention of CD ROMs has revolutionised access to encyclopedias. have two lessons for a unit. 98 . the Charleston. Ginger Rogers. and by simply clicking on the computer mouse you can rapidly skip around from volume to volume. --------------------------~ • Then they listen to the musical extracts on the cassette and identify the dances. set some of the homework and omit Comparing Cultures. exercises for o If you o If you have time.think about the sentence topics and paragraph topics and match them 4 . SKILLS Focus Reading Exercise 2 • Ask students to look at the text quickly and decide where it is from. community. ballroom. aristocrats. • Read the Reading Strategies box with the class. rock 'n' roll. The quote is by Fred Astaire (1899-1987). He starred in many musicals with his partner. • Ask students how it would be different if it was in a newspaper. linking and reference clues. Microsoft's Encarta. generation. art form. Answers 1 Irish jig 5 twist 2 rock 'n' roll 6 waltz 3 classical ballet 4 flamenco 7 breakdance 8 Charleston VocabuLary: Compound Words Exercise 5 • Students work in pairs. • To read a text with gapped sentences and be able to complete the gaps using topic. a traditional encyclopedia or aSunday magazine. do one of the Options activities. if possible.

students choose one of the other words from Exercise 5 and write a definition. singer. Options Practice Students look back at the text Dance and read it again carefully. It is great fun to do but difficult to learn 2 One of the strangest kinds of dance is morris dancing from England. Students discuss whether these dances are Similar to any of the dances described in the text.g. well-known. Dancers hold hands and move around the dance floor very fast. a good cook. UNgUO'fE • Read the quote with the class and ask students if they have heard of Fred Astaire and know anything about him. Dancers put two swords on the ground and then dance between them with small steps. ballroom. In groups. poet. the dancers move with extremely fast steps.g.. e. • Students choose four of the words and make sentences of their own uSing these words. some form one word. • In groups. especially compounds with adjectives. tennis player. students write a description of one of their traditional dances for inclusion in the CD ROM encyclopedia. he did extraordinary things with his feet. e. It's not very difficult to learn and is great exercise I 4 A other Scottish dance is sword dancing. Tell them to write very precise instructions. One folk dance that is still very popular is the Irish jig.g. The groups then ask and answer their questions. Answers 1 well-known 2 folk dance 3 ballroom 4 mid-1980s • In pairs. Ask students to make similar 'Simple' quotes for other people who do things extremely well. gUO'fE . bring these into class to show and play. some. 3 In Scotland there are lots of different folk dances. People dress up in white clothes covered in flowers and ribbons. Point out that some compound words remain two separate words.RHYTHM • When c'lecking answers. • The students then report back to the class about their partner Extension In groups. They have bells on their legs which make a noise when they move and sometimes they carry sticks. Exercise 6 • Students match the words with their definitions. 99 . folk donee.. The groups then take turns to read their instructions to the class and the other students guess which dance they are describing. Check that students understand 'wanna' ('want to' spoken with an American accent) • Students work individually thinking about their answers. e. students write instructions about how to dance a traditional dance of their country or a modern dance. • Read through the vocabulary for donees and places with the students • Students then listen to the cassette and match the dances and places. • Elicit the names of traditional dances in the students' own country. footballer. students prepare four or five more comprehension questions about the text. Speaking Exercise 7 • Read through the questionnaire with the class. There are reels or line dances.g. students tell each other their answers to the questionnaire The listener can make notes if he/she wishes. giving the part of speech. If you have pictures of them or music for the dances. e. Answers jig/Ireland morris dance/England line dance and sword dance/Scotland Tapescript 1 There are various folk dances in the British Isles. • Tne pairs then read out their definitions to the class who have to guess the word. also check that students have used the hyphen correctly. artist. In this dance. Answers ballroom folk dance rock music art form well-known mid-1980s • Play the cassette again pausing after the description of each dance for students to say how the dance is done. are joined with hyphens. Explain that he was one of the greatest popular dancers of his day and although the quote sounds very simple. • In pairs.

we're doing the recordings in Nigeria . OK. FUTURE ARRANGEMENTS AND INTENTIONS Exercise 3 • Students study the three sentences and identify the verb forms being used. If you have a wall map of the UK. I'm getting married to Judy in the summer. I think it's Manchester. Next month. June.26 OnTour Objectives • To listen for specific facts. C> C> If you have two lessons for a unit. there's a lot of things happening. no more touring. • To talk about future arrangements and intentions. matching the sentences with the uses (a-c). If you have time. well. On the 15th of May we play at Wembley Stadium.... set some of the exercises for homework and omit Exercise 10. now what are your plans for the future. Resources used Grammar Summary 15. Possible problems Students may confuse the uses of the different verb tenses for future time. Routes through the material C> If you are short of time. Interviewer: Singer: Sounds interesting Roy. a suitable natural break is after Exercise 4. a while. we get back to Europe at the end of April. then listen to the cassette and complete the sentences. Maybe it's Liverpool. wall map of the UK. Roy) Mmmmm well. do the Options activities... page 107. GRAMMAR Focus Tapescript Interviewer: Singer: So that's 'Dog Rocker' from your second album. We're going to have a great time in Nigeria. Ask students what they know about any of the places . Answers 1 we ploy .' Language i\~lnl cages 76-77 l' 10c 1 IOu you know what I mean) . at the end of May I'm going to change my lifestyle radically. We're going to give our best concert ever. • Check answers by having students read the sentences aloud.yeah. Tell students they will hear the song again in the Communication Workshop in the module. we're recording our new album.Present Simple 2 I'm getting .some students may know about the football teams. • Play the cassette again and ask students to give their reactions to the rock star . Powerbook . the Present Continuous and going to.es Lrther of rOlk rruSIC vccabu.arv Tapescript See tapescript in Communication Workshop. we finish touring for Background The Corrs are an Irish pop group who became famous worldwide in the late 1990s and whose albums sold millions. you know. Answers a) I'm getting b) we play c) We're going to move l 100 . And we're getting local musicians to play with us.. Roy. Well. then Leeds and Manchester . Interviewer: I know you don't like answering questions about your personal life. • To give opinions about music.no more concerts. • Students discuss what kind of music it is (pop song) and their reactions to it .do they like it (why/why not?). Singer. Mmm.« til (' the Word Corner on oa?e 17 21'. and after that in May we're doing a rruni-tour of the UK. in After the 15th. And then we're going to settle down and have a quiet life. errr .'going to' + infinitive • Students look at the UK Tour information. Interviewer: Singer: Singer: Interviewer: Is it your fourth or your fifth time) Mmm.. We're going to move to Arizona in the States and we're gonna . You know.What do they think he looks like) What sort of personality has he got? What sort of VOice has he got? LangUiage Powerbook pr. 11" 1 i 1Cr Before you start Exercise 1 • Students listen to the extract from the song. Our last concert is in London. Fourth. We visit Glasgow first. t' . using the Present Simple.Present Continuous 3 We're going to move . bring it in and have students find the places on the map. Answers 2 Nigeria 3 April 4 May 5 15th May 6 May 7 the summer 8 Arizona • Students then work in pairs. but can you tell us something about your personal plans. mrnrn. Exercise 2 • Students read through the sentences first.

rn. you have lunch at a restaurant in Buda which serves local Hungarian specialities. On the 9th of June. and the bus leaves for the airport Budapest. students then discuss what they are going to do when they are older. you have an interview with a music magazine. At 8 p. 3 She is going to dance 4 They are going to have a party.rn. [ ~ He IS going to change the tyre. Give them some prompts on the board. • Play the cassette a second time. e. pausing it to give students time to identify the verb tenses being used.rn. live. i. Exercise 8 • Read the example with the class. at 11 a. • Students work in groups. Suggeste<l answers have free time from 1a a. Tell the students the tour is a 3-day tour and they have to decide the venues. music lessons. hotels and the timetable. Refer students to Grammar Summary 15 for study at home. Exercise 9 • EliCitexamples of arrangements students might have after school. • When checking answers. have. I. students prepare a tour programme for one of their favourite groups or singers visiting their own country. Options Practice Students make notes about what they are going to do when they are older. shopping.m. • Students write sentences about the arrangements they've got after school. You rest at [he hotel from 2 p. you give your concert in breakfast at the hotel at 1 a a. and pomt out the use of short answers • In pairs.m. drink. e. visitingl meeting a friend.g. Exercise 4 • Students read the sentences and decide who could say them. saying if it was easy or difficult to find a time when everyone was free and what they arranged to do.RHYTHM • Students listen again to the interview and find more examoles of each use. Each group writes out its programme and then tells the rest of the class about the planned tour.m. on Students' Island. to 12 noon. ~::eg~ing to play the guitar. Extension Exercise 5 • Students read the tour programme and write sentences using the Present Simple. • Students then discuss what the other person would say. study.e. these are official arrangements that cannot be changed [ Answers 1a 2b Exercise 10 • Read the example dialogue with the class. At 6 p. you In groups.tell them they can invent arrangements if they wish. wear. work. going to the doctor/dentist.g. you have You get to the hotel in Budapest at 5 p. On the 1 ath of June. • Students can then read their sentences aloud in pairs before checking them as a class. also check that students understand why the Present Simple is used. playing sports. trying to find a time when they are all free to arrange a time to do something together. • Ask students to describe pictures 2 and 4 and revise party and car vocabulary. In groups.m. At 1 p. • The groups can then report back to the class.rn. students ask and answer questions about the cues in Exercise 7 . Exercise 6 • Students look at the pictures and describe what the people are going to do. Elicit that this would be a personal arrangement and 50 the Present Continuous is used (We're meeting/We're going). eat. to 5 p.rn. Exercise 7 • Students work individually thinking about the cues and what they are going to do.

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