ele TENT 1C AND SKILLS QUICK REVIEW This activity roviews Present Simple ‘questions. Students work in groups and take tums to ask ‘one another questions (What time do you get up?, etc). ‘Students compate answers to find out who gets Up fist, eto. | Asksludenis to share interesting answers witn the class. Vocabulary and Speaking Free time activities HB 2 Check students understand the free time activities. Students do the exercise on their own, then check in pairs. Check answers with the class. Point out that we say volleyball not volley. Model and drill the phrases. Pay particular attention to the pronunciation of yoga /'jauga/, cycling Psaiklig/ and theatre "Orato. 4g 2 play Seoto 4do & Focus students on the words/phrases in the box. Sadents do the exercise on their own or in pairs, ‘then check in FUXEUEUIREF SB p127. HE While students are working, draw a four-column table on the board with the headings do, play, go and g2 1050 that you are ready to check their answers. (Check answers with the class. Elicit the answers from stadents and write them in the correct place in the ‘table on the board. Point out that we say basketball, not basket. Also ighlight that we don’t usually use practise with sports: I play table tennis not Epractise-table-tennis. Point out that we can say do sport(s) or play sport(s). Highlight chat gig is an informal word for a concert and that we use it for concerts of most types of music except classical. Also highlight that pilates is a form of physical exercise that aims to strengthen the body and increase flexibility. Model and drill the new words/phrases. Pay particular attention to the pronunciation of museums /mjut'zizomz/, judo 'dgucdou, pilates /pr'lastita! and gyn: [dun Draw students’ attention to the TIP and point out that only the main stress in words is shown in the vocabulary sections and Language Summaries. We feel this is the simplest and most effective way to make sure students put the main stress in the correct place. For example, the main stress in art galleries is ‘on art, not on the first syllable of galleries (which is also stressed), do: judo, pilates, gymnastics play: basketball, cards, table tennis, chess go: running, skateboarding, diving, mountain biking. go to: museums, art galleries, concerts/gigs, the gym, festivals Time off Student’s Book p10-ptt Vocabulary free time activities; ‘frequency adverbs and expressions Skills Reading: a magazine article; Listening: a survey ‘© Students do the exercise in pairs. 4 Elicit answers from students and add them to the table on the board. Answers could include do karate, play tennis, 30 walking, goto the cinema. 1) Use the speech bubbles to teach Do you ever Note that we use ever with the Present Simple to mean ‘at any time in your day-to-day life’. Elicit other possible answers using frequency adverbs (No, never, Yes, very often., etc.) Students work in the same pairs as 1¢ and take turns to ask each other questions with Do you ever... ? in order to find four things they both do in thei free time. Ask students to share interesting answers with the class. Reading and Listening KE] @ Tell students to cover the article on SB p10. Discuss with the class what students think people in the UK do in their free time. E Write students’ ideas on the board. b Pre-teach survey and socialising. Point out that we say fish and chips, not ebipeand-fish, and check students know how to say % (per cent). Students read the article, circling their guesses for a~r. ¢ BEGIR7 Play the recording, Students listen and check their answers. ‘Check answers with the class. Ask students which answers they think are surprising, amen b women ¢30% 420% e four £45% 22 h quarter i More j15% k7% 120% m Spain 130% 046% ptea qcoffee r10 EXTRA Write several statistics on the board, for example 30% of adults, 46%, £48 milion, etc. Students read ‘the article quickly to find what the statistics refer to. Some numbers, for example 30%6, can refer to several things, so accept all correct answers or encourage students to find all the things, : HELP WITH VOCABULARY Frequency adverbs and expressions Help with Vocabulary sections help students to ‘explore and understand how vocabulary works, and often focus on aspects of lexical grammar. Students should usually do the exercises on their own or in pairs and then check their answers in the Language Summaries in the back of the Student’s Book. You can then check the main points with the whole class as necessary. For more information on the face2face approach to Vocabulary, see p20.‘ae Students do the exercises on their own or in pairs, then check in SB p27, Check answers with the class. ‘+ often 4 sometimes 5 occasionally 6 hardly ever 7 never * Highlight chat usually, normally and generally Ihave the same meaning. * Also highlight that in negative sentences we can put often at the end: I don’t play tennis often. = bafiers before ‘+ c2three times a week 9 every Saturday 4 every couple of weeks 5 once a month 6 once every three months, * d We usually put frequency expressions at the end of the sentence or clause: I play tennis once a weck. Tel students that we can also use a lot and all the | #meto mean often: He watches TV a lotlall the ‘time. ‘+ Model and drill the phrases in 4a and 4c. Pay particular attention to the pronunciation ‘of ssually jurzuoli/, generally 'dsenrali/, ‘eccastonally /2!kersanalil and once /wans/. Point out that there are two different ways to Pronounce often: |'ofan/ and ['oftan/. Also point ‘out that usually and generally are three syllables, not four. Focus students on the example. Students do the ‘exercise in pairs. Check answers with the class. 2We normally do yoga once or twice a week. $1go to the demtist once every six months. 4 Alexander is generally at home on Sundays. 'S Carly g0es diving every couple of weeks. © My parents are always on holiday in January. 7 go to anart gallery two or three times a year #8 We occasionally play volleyball at the weekend. ‘$Isee my grandparents once or twice a year B Students do the exercise on their own. While they are working, monitor and check their sentences for ‘accuracy. © Students compare sentences in groups and find out hhow many of their sentences are the same. Do nor share interesting answers with the class at this stage. Students are asked to do a free time survey in 8a and 8b and share their results in 8¢. Listening and Speaking 1G 2 Focus students on the photo and ask what the people are doing (the woman is doing a survey; the man, Robert, is answering her questions}. Tell students they are going to listen to Robert answering some questions in a survey. Give students time to read the activities on the form before listening. KEBIE 8 Play the recording (SB p153). Students listen and fill in the form with an adverb or expression of frequency. Play the recording again if necessary. Check answers with the class. g0 toa bar or a pub: once a week; go to the theatre: once a month; go to museums or art galleries: nevers watch TV: about three hours a day/21 hours a weeks do sport: three or four times a week (running): 0 on holiday: twice a year bb Students do the exercise in pairs. Ask students to share answers with the class. He's not very typical because he goes to the theatre once a month, doesn’t go to museums or art galleries, does some sport three or four times a week and has two holidays a year (neither of which are in Spain). However, he goes to the pub once a week and he watches TV for about three hours a day. HELP WITH LISTENING Sentence stress (1) ‘This Help with Listening section introduces students to sentence stress and highlights that we stress the important words in sentences and questions. a BEGTB & Focus students on the examples. Then play the beginning of the recording again. Studencs isten and notice the stressed words. Point out that the stressed words carry the meaning i= sentences and questions. b Students look at Audio Script IEBHP 8, SB p15. Play the whole recording. Students listen and notice the sentence stress. a EA Elicit some ideas for how to start questions about free time activities and write them on the board: Do you ever... ?, How often do you How much (TV, sport) do yo: Students work in pairs and write a free time server similar to the one in 6a, with at least six questions. b Students do the exercise in groups. Remind students to use frequency adverbs and expressions = their answers. While they are working, monitor ama help with any problems. © Finally, ask students to share interesting answexs with the class. WRITING Students write up the results of their free time survey. Remind students to use frequency adverbs and expressions ‘and encourage them to use the article on SB p10 2s 2 made. FURTHER PRACTICE EB Vocabulary Plus 1 Sport p197 (Instructions p13) El Class Activity 1¢ An active life? p150 (Instructions p33) Extra Reading 1 National sports p215, {Unstructions p209) Extra Practice 10 $8 ptt5 Self-study DVD-ROM Lesson 1¢ Workbook Lesson 1C p8Pale 1D WORLD QUICK REVIEW Ths activity reviows tree time activities, frequency expressions and questions with How often... ? ‘Students work on their own and write theirfour favourite fee time activities. Put students into pairs. Students swap Pepers and guess how often their partner does the activities, "on isiher paper (once a wack, every day, three times ic). Students then take tums to ask questions with ‘offen... ? about their partner's activities to check their Atthe end of the activity, ask students to say how By of thetr guesses they got right and to share interesting swith the class, BB Scadents work in groups and talk about the last party they went to. Encourage them to ask follow-up spestions. 1B = Feces students on the photos. Explain that Matt end Carol are having a party. eeu 9 Give students time to read the Seatences, then play the video or audio recording (SB p153—p154). Note that all the Real World videos ‘<2 be found on the Teacher’s DVD. Students watch ‘@: lstca to the conversations and choose the correct words, (Check answers with the class. 2Spain $ Matt 4 neighbour § a lawyer 6 sister Give seudents time to read the sentences and focas on the example. Then play the video or audio secording again. Students watch or listen and do the sctivity on their own, then check answers in pairs. Check answers with the class, ‘2foes three times a year 37 4 French Italian restaurant 5 / 6 Amy Liam REAL WORLD Starting conversations Real World sections introduce students to situational and functional language that they will need in real world situations. Students should usually do the exercises on their own or in pairs, then check their answers in the Language Summaries, ‘a-b Students do Sa on their own or in pairs, then check in SB pl28, Point out that when we think the answer to a question will be yes, we often use negative questions: Didw’t ‘we meet at Carol and Matt's wedding? or question tags: You're a lawyer, aren’t you? Also point out that when we want more information about where people live or where they are from, we ask Whereabouts? 24,610 b2,3,5¢847,9 Small talk Student’s Book p12-p13 Real World starting conversations; @ 10 Play the recording, Students listen and repeat the sentences in Sa. Check students copy the sentence stress correctly. Focus students on photos A-C again. Explain the students are now going to hear the end of the three conversations from 2a, REEF 1.2 11 Play the video or audio recording, Students watch or listen and fll in the gaps with the correct names. Students check answers in pairs. Play the video or audio recording again if necessary. Check answers with the class. 2 Mate 3 Jackie 4 Ben 8 Liam 6 Carol, Amy $ REAL WORLD Ending conversations ‘ab Students do 6a on their own or in pairs, then check in SB p128. Point out that ger together here means ‘meet up at prearranged time’. Also point out that we can say ‘Nice meeting you. or Nice to meet you. although Nice to meet you is more often used at the beginning ‘of a conversation when you meet someone or are introduced to someone for the first time. 2 should 3 meeting 4 See 5 great 12 Play the recording. Students listen and repeat the questions and responses in 6a, ‘Check students copy the stress and intonation correctly, Students do the exercise in pairs, Remind students to use the phrases in bold from Sa and the sentences from 6a, iAIDEA >— — — With a strong class, students exchange papers with another pair and correct any mistakes they find 'b Students practise the conversation until they can remember it, While they are working, monitor and help students with their pronunciation. © Students work with another pair in groups of four. Each pair takes turns to role-play their conversation. While students are working, monitor and help with any problems. Ask students to say what the people in the conversation they hear have in common, Ask one or two pairs to role-play their conversation for the class.Tell students to imagine there’s a parry in the classroom. Students move around the classroom and have conversations with four other students. Encourage students to use the language from Sa and 6a for starting and ending their conversation, and to ask follow-up questions. Finally, ask students to share interesting information about the students they met with the class. Gna (instructions p27) Extra Practice 1D $B p115 Self-study DVD-ROM Lesson 1D Workbook Lesson 1D p9 Workbook Reading and Writing Portfolio 1 p64 Progress Test 19261 HELP WITH PRONUNCIATION The Schwa /a/ and word endings Help with Promunciation sections are designed to Jbelp students with aspects of pronunciation that are often problematic for learners of English. For tips on hhow to help students with pronunciation, see p22. 2 Focus students on the phoneme and the words. 19 Play the recording, Students listen to the words. Point out that we say the blue letters with a schwa /o/. Elicit that the schwa is not stressed. b Play the recording again. Students listen and repeat the words. Ifstudents are having problems producing the schwa, help them with the mouth Position. ol Point out that when we make the schwa /a the mouth is slightly open and the tongue, lips and jaw are relaxed @ Focus on the example and point out the underlined ending of each word. Say the words out loud and elicit that the ending of factory does not have a schwa. Students do the exercise on their own or in pairs. Encourage students to say the words out loud to help ‘them decide which ending does not have a schwa. b EGGiB 14 Play the recording. Students listen and check. Check answers with the class. Play the recording again. Students listen and repeat the words. Monitor and check that students pronounce the schwa correctly. 2college ‘3.company 4 married ‘5 windsurfing normally Eq a Check students understand syllable. Focus on the ‘word endings in the box. Students match the words with a schwa sound in the final syllable in 2a with these endings. Check answers with the class. multinational; festival -en: often; open ommuter; teenager; lawyer; never -or: doctor; actor; director -ion: questions competitions station -a: yoga; cinema; banana Students do the exercise in pairs. Encourage students to say the words out loud to help them decide if the ending has a schwa or not. Check. answers with the class, Possible answers -al: er: brother -or: mirror -ion: fashion -a: umbrella Finally, ask students to say one or two of their words. Check students say the words correctly and praise good pronunciation, continue2learn There is a continue2learn section at the end of each unit. The Vocabulary, Grammar and Real World section highlights where students can review and practise the language they have learned in the unit. The Reading and Writing section directs students to the Reading and Writing Porcfolio im the Pre-intermediate Workbook. This Portfolio contains 12 stand-alone reading and writing lessons that cam be done either in class or at home. For more om the face2face approach to writing, see p20. Focus students on the continue2learn section oa SB p13, Tell students that this section shows where they can practise the language from the unit. Ask students to turn to Extra Practice 1 and Progress Portfolio 1 on SB p11. Students can do these exercises in class or for homework. For more information on this section, see p35. Ask students to turn to Language Summary 1 on SB p12?. Remind students that the Language Summaries contain all the key language from the unit. Ifyou are planning to give your students @ Progress Test next class (see p237), tell the class thar the test will only contain language that is included im the Language Summary for the unit. If your students have the Pre-intermediate Workbook. ask them to look at WB p5. Point out that there are practice exercises for each lesson in the Student's Book. Point out that the face2tace Self-study DVD-ROM. contains practice exercises, drills, word lists, grammar reference and tests. Encourage students to use this DVD-ROM at home to practise the language they have learned in the unit. £ your students have the Pre-intermediate Workbook, you can ask them to look at Reading and Writing Portfolio 1 WB p64. You can either do this lesson in class, or ask students to do it at home,Extra Practice and Progress Portfolio The Extra Practice and Progress Portfolio sections provide further controlled practice of the language taught in the unit. This can be done in class, or students can do the exercises on their own for homework. There are exercises for each lesson (1A, 1B, etc), which can also be done at the end of each lesson as ‘fillers. For tips on Reviewing and Recycling, see p23. Here are some ideas for exploiting the Extra Practice and Portfolio section in class. ‘Make it a competition ‘Ask students to do individual vocabulary exercises (word searches, anagrams, missing letters, etc. in pairs ‘or groups. Give students a time limit of two or three minutes. The pair or group with the correct answers wins. Alternatively, put students into pairs and ask them to complete the whole Extra Practice section. When checking their answers, give one point for each correct answer. The pair with the most points wins. You may wish to give the winners a small prize at the end of the lesson. Extra Practice 1 1A 1 2Why 3 much 4How 5 Which 6 old 7 Who 8many 9 When 10 long 11 What 12 often 2 2How often do you cook? $ What can you cook? 4 How much do you spend on food every week? 5 Have you got a favourite restaurant? 6 When was the last time you ate out? 7 Where did you. go? 8 What are you going to have for dinner this ad 1B 3 2with; volunteers 3 in; factory; 4 with; teenagers: $ for; airline 6 in; hospital 7 for; multinational 8 with; disabled a office 10 for; advertising agency 11 for; fashion company 12 with; uncmployed 4 2long 2 far 4 much 5 2does Dan live 3 worked in London 4 did Ella work 5 starts at six 6 does the film start 7 has (got) five cats 6 cats has Kay got/does Kay have 1c 6 2g0t0 Splay 4 g0 8 goto Bdo 7 g0 8 play Sdo 1020 to 11 go 12 play 13 do 14 go to 7 2 My brother is sometimes late. 3 We usually start work at 9.00. 4 We play tennis once a month. SI don’t often watch TV. 6 He plays football every Sunday. 7 I don’t usually go to concerts. 8 My paremts are always at home. 9 [hardly ever trina 1D 8 2near here 3 Didn't we meet 4 aren't you 5. friend of 6 know each other 7 do you do 8 where 8 Whereabouts Word stress After any vocabulary exercise, ask students to mark the stress on the words. You can check the answers on the board, or students can check their answers in the Language Summaries. Role play After students have completed a gapfill in a conversation, put students into pairs. Ask one student to be A and the other student to be B. Students can then role-play the conversation in paits, then swap roles, You can also ask them to memorise the conversation, close their books and role-play the conversation again. Personalisation Some exercises ask students to make questions with ‘you. After checking the questions, put students in pairs. Students can then ask each other their questions and give their own answers. Extension After completing an exercise, ask students to write similar sentences about themselves, where they live, their family, ete. Students can then compare sentences in pairs and check their partner’s work. Progress Portfolio 1 Progress Portfolio boxes encourage students to | reflect on what they have learned and help them | decide which areas they need to study again, | Note that the I cam... statements reflect communicative competences as set out in the ‘Common European Framework of Reference for Languages (CEFR) for level B1. For more | Information on the CEFR, sce pla. | Students work through the list of I can ... statements on their own and tick the things they | feel they can do. They can refer to Language | Sammary 1 if they wis. | Students can also work in pairs or groups and compare which statements they have ticked. Students work on their own o¢ in pairs or groups | and decide which areas they need to study again. | Encourage students to use the Self-study DVD- | ROM lessons 1AD to help them improve in these areas. For photocopiable instructions for the Self-study DVD-ROM, see pl1-p13. | There is also further practice on all key language ‘aught in the Student’s Book in the facedface Second edition Pre-intermediate Workbook.Beginnings Student's Book p14-p15 ICK REVIEW This activity reviews ways of starting fencing coryersations. Students work on ther own nd write Sx sentences that they oan say to start and end: We al a party. Students compare sentences in ars. Ask sttidenis to share their sentences with the class. Speaking and Reading HB Check students understand fast food. Students discuss the questions in groups. ‘Ask students to share interesting answers with the dass. BB = Preteach the vocabulary. Note that the aim is sp highlight which words you need to pre-teach to Seip students understand the article and exercises that follow. The vocabulary is not in the Language Semmaries in the Student’s Book. ‘Model and drill the words/phrascs. Pay particular 4tteation to the pronunciation of recipe /resapi/ and highlight the stress on the compound nouns sérvice station and secret récipe. b Focus students on the title of the article and the photos. Ask students if they know who the man is (Harland Sanders, the man who started KFC). Students read the article and then put che events in order. Check answers with the class. 2b 9g 4c sh 6f 7d Ba © Give students time to read questions af. Students ‘sad the article again and answer the questions, 4 Scadents work in pairs and compare answers, (Check answers with the class. ‘aBecause his mother was out working and he stayed at home to look after his brother and sister. bittook him nine years. ¢ In August 1952, dHe was 74. e He died. t PepsiCo, HELP WITH GRAMMAR Past Simple a-d Students do the exercises on their own or in pairs then check SB pl30. ‘Check answers with the class * 2 positive negative stayed, learned didn’t open went, left didn’t have was, were wasn’t could couldn't Vocabulary past time phrases Grammar Past Simple * Check students understand that we use the Past Simple to talk about the past. We know when these things happened. b 1 For regular verbs, see the spelling rules in EEUUUENP Sb p10, Theres no rule for irregular verbs. 2 We make the Past Simple negative with: subject + didn’t + infinitive +... ‘The Past Simple negative of be is wasn’t or sveren't and the Past Simple negative of can is couldn't. We don’t use didn't with the verbs be and can. Point out that we don’t use the Past Simple of the main verb in negative sentenc Highlight the TIP and point out the Irregular Verb List, SB p167, to your students. ¢ 1 We make Past Simple questions with: (question word +) did + subject + infinitive + —- 2.We make Past Simple questions with be with: (question word +) rwashvere + subject +... . 8 Questions ¢ and f are subject questions, so we don't use did (see EEXIIZURED SB p128). Ed @ Students do the exercise on their own. b Students work in pairs and compare answers, Check answers with the class. died; needed; workeds had (irregular); became (irregular); started; stopped: came (irregular); decided; developed; made (irregular); sold (irregular): ‘continued; visited travelled ought (irregulas) Don’t point out that verbs ending in a /t/ or /dl sound have an extra syllable /id/ at this stage as this is Gea with in the Help with Pronunciation scction on SB p21. Focus students on the photos and the text. Ask if students have used Michelin guide books or maps. Check students understand tyre and star (= a way of rating how good something is) Students read the article about the Michelin Guides and fill in the gaps with the Past Simple forms of the verbs in brackets. bb Seudents check answers in pairs. Check answers with the class. 2 developed 3 made 4 sold § were 6 wanted ‘7-wasn't 8 didn’t have 9 couldn't 10 didn’t know 11 could 12 wanted 18 needed 14 wrote 15 didn’t startVocabulary and Speaking Past time phrases Hh 2 Check students know the sixties and century. Students work on their own or in pairs and put the Hime expressions in order starting with the furthest in the past (in the nineteenth century), Check answers with the class, 2in 1900 3 eighty years ago 4 in the sixties 5 in AFaly last year 6 last week 7 the day before yesterday in pairs, We wse ago with the Past Simple to talk about a Sie inthe past: We got married six months ago We usc last to say the day, night, week, et. inthe ‘Bess that is nearest to now: I saw Jo last Friday, (Ethe Friday before now). “ese last with days (last Friday), months (last Seasons (last surrmer) and in various fixed last night, last week, etc. 2 we don’t use a preposition wid TES lestiwectend no i and we Sp rSsterday morninglafternconievening, not last moras, cic. * Porat out that with the Past Simple we can use on ges days to mean last: I bought it onlast Friday. * We usc ir with years (in 1900) and months (in Faby) and in the with decades (in the sixties) and entries (in the nineteenth century), * Hil Pos students into pairs, student A and student B. As turn to SB p103 and student Bs turn to $B p09. Check they are all looking at the correct exercise. @ Preteach stay up late, take a day off and unusual, Focus students on the question prompts in the frst Solumn and check they understand the meaning of When did you last... ? (= When was the time in the past nearest to now that you ... 2) Students do the exercise on their own. While students are working, check their questions for accuracy and help with any problems. b Drill the questions and answers in the speech bubbles to remind students ofthe language they need to do the exercise. Students work with theic partner and take turns to ask and answer their questions. Encourage students to use short answers with ago, last and in, and to ask more follow-up questions if possible. While they are working, monitor and correct any mistakes you hear, Ask students to share interesting answers with the class, Get ready ... Get it right! Ask students when people usually go out for a special meal (birthdays, anniversaries, to celebrate something, etc.). Students work on their own and use the prompts to make notes on the last special meal they had. Monitor and help with vocabulary if necessary. Students work in pairs and take turns to tell each other about their meals, as shown in the speech bubbles. Encourage students to ask questions to find out more information, While students are working, monitor and help with any problems. b Ask a few students to tell the class about their partner's special meal. Finally, find out if anyone didn't enjoy their meal and the reasons why they didn’t. Ask students to write about the meal they told their partner about in 9a. oS EB class Activity 2A Richard Branson p52 (Instructions pt33) Extra Practice 2A SB p16 Self-study DVD-ROM Lesson 2A, Workbook Lesson 24 p10 How we met Student's Book P16—-pi7 ‘QUICK REVIEW This activity reviews Past Simple yes/no Grestons. Give atudents a minute or toto watts five things ‘they did lest week, Students work in groups or go round the ess end ask questions with Did you... ? about the things Gn ther list. Students try to find one student who did each hing on their ist. Ask students to share interesting anewers ‘with the class, Vocabulary relationships (1) Grammar Past Continuous: Positive and negative, questions Listening and Speaking Gl @ Focus students on the photos. Ask students where they think the people are. B Check students understand rent, Students work on their own and match sentences 1-3 to photos A-C.¢ BEEP 15 Play the recording (SB p14. Students listen and check their answers. 10 2B 3A HELP WITH GRAMMAR Past Continuous: positive and negative are Students do the exercises on their own or in pairs then check in FEEIUEGEEP SB p130. Check answers with the class. + at travelling 2 met 3 travelling 4 Yes, it did '5 met isin the Past Simple; was travelling is in the Past Continuous, + We use the Past Continuous to talk about an action that was in progress when another (shorter} action happened. The Past Continuous action might continue after this point. ‘+ Focus students on the timeline in SEEUNEUEE? on SB p130, which shows the relationship between the longer action (suas travelling) and the shorter action (mer). * b Positive: was; were Negative: wasn't; weren't * Go through the spelling rules for verb+ing forms in on SB p131 ‘+ Also highlight that we can use the Past Continuous to talk about an activity in progress at a point of time in the past: [was working at 9.30. Use the example to highlight thar was is pronounced woz! in the Past Continuous, 16 Play the recording (SB p154). Students listen and repeat the phrases. Check students copy the stress correctly. ETRA WEA >—— ~ © You can also ask students to turn to Audio Script 16, SB p154. They can then follow the sentence stress as they listen. Point out the pronunciation of ‘were jwal. Students do more work on the weak forms of was and were in 7. Ea Focus students on photo A and tell students that it shows Helen and Simon at the bus stop where they met, Pre-teach offer. Students do the exercise on their own. Don’t check their answers yet. bb Students do the exercise on their own. Early finishers can check their answers to 4a and 4b in pairs, but don’t check the answers with the whole class yet. ¢ [GEIB 17 Play the recording. Students listen and check their answers. 1 were waiting 2 was raining, offered 3 were sitting, gave 4 got 5 saw 6 was talking, didn’t say 7 was waiting, stopped 8 offered, invited, was Vocabulary Relationships (1) (©) @ Students work on their own and tick the phrases they know, then check in SBp129. Highlight the prepositions in the phrases. Point out that go out with someone can mean to have a romantic relationship with someone (John’s going out with a woman from work.) or just to spend time with someone socially (Fat going out with my classmates this evening.). Highlight the difference between go om a date (one occasion) and go out with someone (a longer-term relationship). Highlight that we say get married to someone, not Point out that we can say break up (with someone) or split up with someone). Also point out that we say Be in love {with someone), be engaged (to someone) and be married (to someone). Model and drill the phrases. Pay particular attention to the pronunciation of engaged /in'gerdsd/ and point out that this word is two syllables, not three. Note that only the main stress in these phrases is marked in the vocabulary box and the Language Summaries. EXTRA you have a low-level class who may not know many of the words in the box, pre-teach the words to the Whole class, for example, by teling a short story bout _ = a relationship Ask students which phrase in Sa happens fs ina relationship (meet someone for the first tome. Students work in pairs and put the phrases im 5 in order. Point out that there can be more thas ome correct answer. Check answers with the class. meet someone for the first time; ask someone ous: go on a date; go out with someone; fall in Jove wats someone; get engaged to someone; get married £9 someone; break up with someone; get divorced Listening and Speaking GJ 2 Focus students on photo B. Tell students they are a P going to listen to Ray talking about how he met Bis wife, Claire [EGIB 16 Give students time to read sentences 1X Then play the recording (SB p154). Scudents listen and choose the correct answers. Play the recording again if necessary. Students check answers in pairs. Check answers with the class. 4 England 2a museum shop 3a park 4 airport Strain ry CT Web Give students time to read questions 1-5. Play the recording again, Studemts listen and answer the questions. Students check answers in pairs. Check answers with the class ‘Because most of the people who came to the museum were tourists, 215 minutes. Because he was shy. 4$Thcy were waiting for Claire's flight, 5 He was waiting by the door to her flat. Le » tf you have a strong class, ask students to answer ‘the questions before they listen again and use the ‘ecording to check their answers. HELP WITH LISTENING Weak forms (1): was and were TES Help with Listening section helps students t0 Ssscecstand the weak and stcong forms of was and see in sentences, questions and short answers. @ Tell students there are two different ways to Pronounce was and were: the strong form and the ‘weak form. KEEP 19 Play the recording. Students listen and ‘potice the difference between the strong and weak forms. B Ask students to look at Audio Script EME 18, SB p54. Play the recording again. Students read, listen and answer the questions. Check answers with the class. Use examples in the recording to highlight that was and were are usually weak in sentences and ‘questions, and strong in short answers HELP WITH GRAMMAR Past Continuous: questions Students do the activity on their own ot in pairs by referring back to questions 4 and 5 in 6b. ‘Check answers with the class. was, were; verbsing Pur students into pairs, student A and student B. Student As turn to SB p103 and student Bs turn to SB p109. Check they are all looking ar the correct exercise. Give students time to read about how Linda and Colin met. Check students understand fall asleep, b Students do the exercise on their own. While students are working, check their questions for accuracy and help with any problems. Student A: 1 What was Colin doing in China? 2 How long ago did they meet? 3 Was Linda going cout with anyone when she met Colin? 4 What were they doing when he asked her to marry him? 5 Where did they get martied? Student B: a What was Linda doing in China? b Where were they flying to when they met? © Where did they go on their first date? 4 Was Colin ‘going out with anyone when he met Linda? @ How long ago did they get married? © Students work with their partner and take turns to ask each other the questions. Student A asks the frst question. While students are working, correct any mistakes you hear and help with problems. Get ready ... Get it righ ‘ocus students on the list of prompts. Students work on their own and make notes about 2 ‘married couple they know. Encourage students to ‘write notes, not complete sentences (met - 1994; Warsaw airport; on plane to England, etc.) {eam GER} —__—___ Before students do 10, prepare some ‘notes for @ couple you know and write them. n the board. Use these notes to tell the class about the couple, Encourage students to ask ‘questions to find out more information. @ Students work in groups and take turns to tell the other students about their couple, as shown in the speech bubbles. Encourage students to ask questions to find out more information. While they are working, monitor and help with any problems, b Students decide which is the most romantic, the most unusual or the funniest story in their group. Finally, ask students to share ideas with the class. ‘Students write the story of the couple they talked about in 441, Alternatively, students write the story of the couple that they thought was the ‘most romantic, the most unusual or the funniest. Ras EY Vocabulary Plus 2 Weddings p198 (instructions p193) GN Class Activity 28 Husbands and wives piss (Instructions p134) Extra Practice 28 SB pti6 Self-study DVD-ROM Lesson 28 Workbook Lesson 28 pttMNS 2C AND SKILLS QUICK REVIEW This activity reviews the Past ‘Gontinuous. Students work on their own and write five times (reample, 8.30 an), Put students into pais, Students “Ske time to ask what the other was doing yesterday at the ‘Shes on thet Ist. At the end of the activity, ask students to ‘Share ieresting answers with the class. Reading MB 2 Check students understand coincidence. Ask students to share any interesting stories about coincidences with the class. © Preteach the vocabulary. (This vocabulary is not im the Language Summary.) Rosnt out the irregular Past Simple forms of sink (sank) and shoot (shor) ‘Model and drill the words/phrases. Pay particular 2steation to the pronunciation of survivor /so'vatval and drown /draun/. Point out that restaurant is two syllables, not three. © Students read the article and match coincidences 1-3 to pictures A~C. Students check answers in pairs. Check answers with the class, 1c 2B 3A $B 2 Students do the exercise on their own then check answers in pairs. Check answers with the class. ++ Roger Lausier nearly drowned. Alice Blaise saved him, 2Roger Lausier saved Alice Blaise’s husband, 3 The stories are all about people called Hugh Williams who survived after boats sank at sca. 4 Yes, they did. (They were uncle and nephew.) 8 They looked exactly the sames they were born in the same town on the same day; they both had ‘wives called Margherita; Umberto became king ‘on the same day the restaurant owner opened his restaurant; they died on the same day. Pat students into pairs. Students discuss which coincidence they found most surprising and why, Ask students to share their ideas with the class. {EXTRA I0EA - Students do a class survey to find out which Coincidence the class found most surprising Alternatively, do a class vote, Coincidences _Student’s Book p18-p19 Vocabulary adjectives (1); connecting words (1) Skills Reading: a magazine article; Listening: a story Vocabulary Adjectives (1) i a Check students understand definitions ae and focus students on the example. Find amazing in the article and elicit the meaning. Point out that you can sometimes gues the meaning ofa word by understanding the rest of the sentence or by recognising a similar word in yout language or another language you know. Students work in new pairs and try to match the adjectives to the definitions, then check in EGREIEGREEP 5b p29. Check answers wien the cass. Highlight that incrediblelunbelievable both mean very difficult to believe. Point out that extraordinary has a stronger meaning than strange, but that bot mean very unusual. unexpected ¢ unfortunate d incredible, unbelievable e strange, extraordinary b Students work in pairs and take turns to test each other on the words as shown in the speech bubbles. Listening and Speaking KE @ Focus students on the photo and the book cower ‘Ask students if they know who the man is (the acsor Anthony Hopkins) and if any of them have beard of the book The Girl from Pecrovka. 20 Play the recording (SB p14). Seudears P listen and answer the questions. Check answers with the class 7 1. Ona seat near him while he was waiting for 2 train, 2 Because the book Anthony Hopkins found ‘was George Feifer’s personal copy that he lent to a q friend two years earlier. / Because the book Anthony Hopkins found was the same book George Feifer lent to a friend two years earliex. 'b Focus on sentences a~h. Students work in pairs and try to put the events in the order they hear them. Play the recording again. Students listen and check their answers. 2e ag af Sb 6c 7d Bh HELP WITH LISTENING £ Weak forms (2): the schwa /a/ This Help with Listening section focuses on the schwa sound and introduces some common weak forms that contain this sound. Eh 2 EIB 21 Play the recording. Ask students to = listen to the difference between the strong and the weak forms of the words. Play the recording again if © necessary.= b Students look at Audio Script KEMP 20, SB p154. = Play the recording again and ask students to natice the sentence stress and weak forms. Students listen and decide if weak forms are ever stressed (they aren't). Point out that it is important for students to recognise weak forms, as they are much more likely to hear these words in their unstressed weak form than the strong form that they might expect. Note that only the weak forms and, to, of, was, were and from are marked in the Audio Script. Other weak forms, for example, the, are not marked so as not to overload students, Weak forms are focused on again in lesson 7C. HELP WITH VOCABULARY Connecting words (1) @-b Students do the exercise on theit own or in pairs, then check in SB p29. Check ‘@uswers with the class, > Hieblishe the example and point out that we use 1) Stilo say something stops or starts at this time. = se because to give the reason for something. B= 20 to give the result of something. $5 ese while and when for things that at the same time Students on the TIP, Point out that when a {2d short action happen at the same time, : Sank use while with the Past Simple: He+as- BS forhic train bomewhilehe-sauabook eect ncarhins, » Alo highlight that we use when for things that ‘one after another: When I got home, 1 called my brother * When and while can both go at the beginning or in the middle of a sentence. HM) Students do the exercise on their own, then check their answers in pairs. Check answers with the class, 1 because 2 While 3 when 4 because 5 While 6 so 7 until ® Go through the prompts with the class and check students understand them, Students work in pairs and think of an interesting story that happened to them or someone they know, Students make notes based on the prompts. While students are working, monitor and help with any new vocabulary. Students work in groups and take turns to tell their stories using the notes they wrote in 8a, Finally, ask students to decide which story was the most interesting, Students write one of the stories they heard in 8b. Remind students to use past verb forms and connecting ‘words. If students don’t finish their stories in class, ask them to do so for homework. Ask students to share the stories in the following class, FURTHER PRACTICE EB class Activity 2¢ androcies and the lion p154 structions pt34) Extra Reading 2 Flash mobs p216 (Instructions p209) Extra Practice 2C SB p116 Self-study DVD-ROM Lesson 2¢ Workbook Lesson 2¢ p13 Pe 2D WORLD QUICK REVIEW This activty reviews connecting words. ‘Students work in pairs and try to remember as much as they can about Roger Lausier, Hugh Willams, King Umberto 1 nd Anthony Hopkins. If students need help, tel tham to look baok at lesson 2C and make notes about each, ‘Berson. Students take turns fo tell each other about each esineidence, Remind them to use until, while, so, when and. ‘because. At the end of the activty, ask students to tell the ‘less about the coincidences, Internet dating Student’s Book p20-p2t Real World finding things in common iil Focus students on the photo of Jackie and her profile. Elicit that the profile is from an internet dating website. Remind students that Jackie was at the party in lesson 1D. Ask students if they remember what kind of restaurant Jackie works in (an Italian restaurant). Note that internet or online dating is now a very popular way of meeting a partner in the UK. Students work in groups and discuss the questions. If possible, make sure there are both men and women in each group. Ask each group to share their ideas with the class.BB 2 Check students understand profile, share, special, ideal and match, Students read Jackie's profile and decide if the sentences are true or false, Seudents work in pairs and compare answers. ‘Check answers with the class. ‘2 (She's generally happy with her life, but would Tike to share it with someone.) 3F (She also likes staying at home and cooking dinner for friends.) 4F (She loves tennis and does judo.) 5T 6T ‘Students write their own profile, using Jackie's profile ‘2s. model. Remind them to describe themselves and ‘describe the type of partner they are looking for. When pave finished, collect in the papers and then read ‘eat some of the profiles. Students guess who wrote them. Eh = Check students understand date and make sure ‘seudents remember the meaning of nervous. Explain ‘that Jackic has two dates with two different men. HSS 21 BEG 22 Focus students on photo A. Play the video or audio recording (SB p154—p155). ‘Students watch or listen and put the things in the order they hear them. Check answers with the class. 2B 3a 4e bd b RIGS 2.2 KEI 25 Focus students on photo B. Play the video or audio recording ($B p155). Students watch or listen and put the things in the order they hear them. Check answers with the class. ad 2b sc 4e 5a © Focus on the lists in 8a and 3b. Play the first video or audio recording again. Students watch or listen and identify which things Jackie has in common with Damon. Play the second video or audio recording again. Students watch or listen and this time identify which things Jackie has in common with Kevin, Students check answers in pairs. Check answers with the class. in common with Damon: a holiday in Japan, cooking, feeling nervous, working in the evening in common with Kevin: dogs, judo Discuss with the class who students think Jackie will want to see again and why. Take a class vote. = REAL WORLD Finding things in common a-d Students do the exercises on their own or in = pairs, then check in SB pi3t. FZ While students are working, draw the table from = 4c on the board so that you are ready to check their = answers. Check answers with the class. # a1 Ir the same for me. 2 We use So in positive sentences and Nor in negative sentences. ‘© Highlight the word order: So/Nor + auxiliary + I. ‘Also check students understand that we use these phrases when we agree ot disagree with a statement and not when we are answering questions. « b Person B is saying ‘It’s different for me” Point ‘out that after positive sentences we ust a negative form of the verb and after negative sentences we use a positive form of the verb. + eB Blt the answers from the cass and fila the gaps in the table on the board (see the table in ELMER Sb 131). Ask seudents vo idennty the auxiliaries in each group and underline them oon the board: I’m a bit nervous, So ans I. etc Tell students that when we agree with positive and negative sentences in the Present Simple and Past Simple we use do, does and did: I live ie ’ London. So do 13 I had a great time. So did I ‘+ Highlight that we can say Yes or No before phrases with so or nor «Remind students that we can also use Me 100 t0 agree with positive sentences and Me neither to agree with negative sentences. ‘© Point out that there are two ways to pronounce neither: naida/ and I'ni:Bal. Both are correct. Focus students on the TIP, Point out that we can say Nor... or Neither .. to agree with negative sentences. aes Play the recording. Smadenes listen and repeat the responses in 4c. Focus om sexes, and check students stress the responses correctly, 2s in the examples. Focus students on the examples and point out that students must write two responses to each sentence, to say it’s the same or different for them for each sentence. Students work on their own and write their responses. Early finishers can check answers in pairs. Check answers with the class. 2.Nor do L/Oh, I do. 8 So do L/Oh, I don’t. 4 $0 did L/Oh, I didn’t. § Nor am 1/Oh, lam. 6 Nor did L/h, I did. 7 Nor do [/Oh, I do. TELE 25 Play the secording (SB p155), Students listen to the six sentences and say it's the same for them. Play the recording again. Students listen again, this time saying it’s different for them. Is the same for you: 1 Nor am L. 2 So am I. 3 Nor do I. 4 So do I. § Nor did I. 6 So did I Its different for you: 1 Oh, Lam. 2 Ob, Pm not. 30h, Ido. 4 Oh, [don’t. 5 Oh, did. 6 Ob, I didn’t, een se sll ln ern enn sce il