New Opportunities Intermediate Teacher's Book with Internet activities by Jarek Krajka Michael Harris David Mower Anna Sikorzyriska New Edition Learning Diary How Lessons Work Teaching Help Student's Book Contents Teacher's Notes: Learning to Learn 1 Adventure 2 Stories 3 Travel 4 The Media 5 Advertising 6 People 7 Learning Contents 2 8 Careers 6 9 Culture Shock 7 10 Civilisation 12 Literature Spots 14 Tapescripts Assessment Guide 18 Tests (photocopiable) 21 Internet activities teaching notes 33 Internet student activities 45 Language Powerbook Answer Key 57 Tests Answer Key 69 81 93 105 117 129 141 145 150 152 162 163 167 174New Edition ‘The aim of this edition is to update and refresh a coursebook series which has proved extremely popular with secondary teachers around the world. We have also been able to take into account extensive feedback from teachers ‘about ways in which the course could be improved. Module structure This edition has ten modules, as opposed to eight in the first edition. The modules build up to communicative tasks (Communication Workshops) and are followed by Language Problem Solving, Culture Comer and Review sons. As in the first edition, there is a clear structure to the ‘material so that both teachers and students can see where they are going. Module Warm-ups provide an introduction to the topic and a focus on key vocabulary related to the topic. Module Objective boxes (In this module you will give students clear signposts as to what they will be studying in the module. Each module has three main lessons. The first focuses on reading skills and vocabulary. ‘The second lesson introduces new grammar within the context of the theme. The third develops oral skills. The Communication Workshops enable students to use the strategies and language that they have acquired in the module. The Review lesson then contains revision of the main language. Thematic content The basic premise of Opportunites is that secondary students learn Engtish best when they are dealing with ‘interesting and meaningful context. Because of this, an effort has been made to refresh the content of New Opportunities Intermediate. Many ofthe lesson topics are new and the other content has been thoroughly updated. Here are some examples of the new content: 1 topics related to students’ own world (eg. Lesson 21: Generations) '» cross-currcular themes (e.g. Lesson 39: Civitsed2) ‘= cultural input (e.g. Culture Cormer 7: Education in the UK and USA) « literature focus (e.g. Lesson 5: an H.G. Wells story). The basic approach to skills development remains the same. ‘There is an explicit focus on the process of communication that helps students deal with communication in English ‘and, at the same time, increases awareness of their own language. Communication strategies are focused on systematically in Strategies boxes which focus expicitiy on different aspects of communication and provide students with step-by-step procedures for dealing with them. After that, students have opportunities to use the Strategies while carying out a communicative task. Communicative tasks are also clearly staged to provide students with support, to improve task achievement and to build confidence. In New Opportunities, communicative tasks reflect the performance objectives in the Council of Europe Framework for Foreign Languages. 1 Reading ‘There is a wide variety of different text types (e.9. magazine articles, websites, advertisements) and of task o} types, such as multiple-choice, true/false, matching and sentence gaps. Reading Strategies include those that develop general reading (e.g. working out meaning of words ‘n context) and those that help students to-do specific tasks (e.g. multiple-choice questions). 2 Listening ‘Students are given plenty of opportunities to develop a wide range of listening skills both in terms of text types (e.g. radio programmes, dialogues, lectures) and task types (eg. checking predictions, table and note completion). Listening Strategies develop general listening (e. prediction) and help students to do specific tasks (¢.9. answering multiple-choice questions). The Listening Workshops in the Communication Workshops lessons aim to Give students more extended practice of tasks like matching, true/false and multiple-choice. 3 Writing There is a writing task in each Communication Workshop lesson. In Writing Workshops, model texts provide an. ‘opportunity to focus on linking words and text organisation. The tasks are also carefully staged and writing strategies are developed at different stages (e.9. brainstorming ideas/paragraph planning) even though there are no explicit strategy boxes. At the end of each task, the Talkback stage gives students a chance to read, use and react to each other's writing. Students are helped to do writing tasks by the Writing Help section at the back of the book which gives examples and help in terms of layout, useful vocabulary, inking and checking. ‘The writing in the Student’s Book is backed up by the Focus on Writing section in the Language Powerbook, ‘which systematically works on punctuation and spelling as well as giving guided writing practice. 4 Speaking There are speaking activities in every lesson of New Opportunities Intermediate. The grammar lessons have guided drills that lead on to more open oral practice. The Skis lessons all have communicative activities. Those in oral skills lessons have guided and open practice of the functions which appear in the Function File. The Speaking Workshops have fully-fledged oral tasks, either in pits or groups, which are carefully staged to give students time for preparation and rehearsal before performance. The Talkback Stage then allows students to report to the whole class or reflect on their own performance. ‘Speaking Strategies are looked at either in the oral skills lesson or in the Speaking Workshops. These include general communication strategies (e.0. preparing for discussions/telephoning) or strategies useful for specific tasks (e.g. describing and discussing photos, and discussion based on stimulating material and topic presentations /discussions). Discovery approach to grammar New Opportunities uses an approach to learning grammar in which students can discover grammar themselves and work cut rules of form and usage. There is one Grammar Focus lesson in each module. First, in the Before You Start section of the lesson, students do listening and reading activities related to the ‘topic of the lesson. At this stage they only concentrate ondntrodastion the meaning of the text. In the Presentation stage students’ attention is focused on the target grammar items inthe text. Firstly, they are directed to the form of the grammatical structure Then, students use examples of the grammar and the context provided by the text to work out and formulate rules of usage in a guided way. Grammar presentation is followed by extensive practice. Practice activities are carefully graded and get students to apply the rules they have just discovered. They first use the target structure in a very guided way and then move on to freer oral and written grammar practice. Further consolidation of target grammar is provided in the Review lesson and in the Language Powerbook which contains graded grammar tasks at three levels of dificuity ( . There are also ten Language Problem Solving spots in the book. These deal with problem structures for learners (e.g. articles, modal verbs). Vocabulary First, New Opportunities helps students deal with new lexis in context. Reading Strategies help students work out the meaning of words and the Mini-dictionary includes all the important words used in the Student's Book. The choice of examples in the Mini-dictionary shows students vocabulary ina different context to extend thelr knowledge and draws attention to typical collocation. The Mini-dictionary plays an important roe as it gives students greater confidence vehen approaching texts and increases their independence when reading in or out of class. Secondly, the topic and sub-topics of each module provide an ‘anchor for the learning of new lexis. Key lexical areas are presented explicitly through Key Words boxes in the warm-ups and the main lessons. The Vocabulary sections in skills lessons illustrate lexical Features systematically (e.. word building). In this edition there is also a systematic focus on Multi-part Verbs in every oral skils lesson. Pronunciation Pronunciation is dealt with systematically in Pronunciation spots both at the level of individual sounds (In the Review lessons) and at suprasegmental level (in grammar and skills lessons). Work is done on word stress and sounds that are difficult for students. There is also a focus on contractions, intonation and prominence (stressed words in extended speech). Golture ‘The input on culture is even greater in New Opportunities than in the first edition. Input about English-speaking cultures appears in ten Culture Corner lessons. Five of ‘these lessons provide input through a reading text about ‘an aspect of culture (e.g. visiting Britain). This is followed by a Comparing Cultures section where students are ‘encouraged to find out information about an aspect of their (or another) culture and then have a discussion about it in groups. In the other five Culture Corners students listen to Songs from English-speaking cultures and read background information about them. ‘Throughout the material there are also Your Cutture spots which help students reflect on the differences between the ‘target culture and their own and thus strengthen their own cultural identity. In addition, there are Quote ... unquote spots which provide interesting cultural insights. Background information on the quotes is provided in the Teacher's Book, plus suggestions for exploitation. Learner development In New Opportunites students are encouraged to develop as independent and active learners. Three introductory Learning to Learn lessons prepare students for using the course. Then, throughout the course, students are made aware of what they ate doing by signposting (e.g. In this ‘module you wil... The Strategies boxes help students handle communication on their own and there ae various elements in the course that help students to be more ‘independent: the Writing Help, the Mini-dictionary, the Mini-Grammar (in the Language Powerbook). There ts also ‘a photocopiable Learning Diary on page 6 of this Teacher's Book. We recommend that you photocopy this atthe end of each module and give a copy to each student to complete. The Language Powerbook also encourages learner independence. Grammar exercises are graded in terms of difficulty (one, two or three stars) and allow students to, check their learning and identify problem areas. Finally, the Exam Zones help students to develop awareness and strategies for doing exams.(ntrodustion New and the Coundil of Eu P ‘Opportunities of Europe The Council of Europe Framework is not prescriptive in any way. However, its descriptors do suggest a communicative, task-based and learer-centred model of language and language learning. New Opportunites reflects the spirit as well as the word of the framework in the following ways: 1Tt presents and practises new language within 2 task and topic-based framework. Students can use language to carry out real-world communicative tasks. 2 It has clear objectives and outcomes for communicative tasks. The tasks are carefully staged so that learners can activate their various competences and develop communicative strategies to carry out the tasks. 3 Tt helps students deal with both interactive ‘communication and spoken production. 4 It systematically develops learners’ communication strategies in both productive and receptive sills. 5 It looks at both explicit and implicit aspects of the target culture systematically. At higher levels, it focuses ‘on style and register in communication. 6 It encourages learner autonomy through self-study features (e.g. Writing Help, Mini-ictionary, Powerbook graded exercises). It also provides opportunities for self- assessment of students’ performance and progress and makes them aware of opportunities for learning outside the classroom. ‘New Opportunities Intermediate covers virtually all of the specifications of the framework from level A2+ to Bis. However, it must be remembered that, while students cover functional and strategic objectives in material, it usually takes longer to interalise and use functional language and strategies. See the website for a full analysis of New Opportunities Intermediate and the Council of Europe Framework. Learning Diary The photocopiable chart on page 6 is for use with New Opportunities Intermediate. Itis a learning diary for students to record their personal learning, progress and cultural contacts. The Learning Diary will encourage students to reflect on their learning and learning process. ‘The Learning Diary can form part of the learner's European Language Biography. How to use the Learning Diary ‘At the end of each module, give each student a photocopy of the Learning Diary on page 6. Gude the students in their completion of their Learning Diary as follows: «= First, students fill in the module number, title and learning aims (from In this module you will ... on the opening page of the module). 1 Then, beside each leaming aim, students mark how well ‘they achieved the aim. «= Students then: = comment on their interest in the topic = choose and comment on their favourite lesson in the ‘module = note new vocabulary they learnt during lessons inthis module oO = note new areas of grammar note new ideas they have learnt from the topic material = note new skills strategies they have learnt ~ record materials they have selected for their European Language Dossier = comment on their feelings about their progress. They should feel free to express their private feelings about their progress = comment on any learning problems as well as the problems they have solved ~ comment on their contacts with the English language outside school and what they have learnt about English language culture. ‘New Opportunities and Testing New Opportunites is a general English course written for upper secondary students to develop their communicative competence and provide them with the language for lif. ‘New Opportunitiess also trains students to deal with most ‘exam task types used around the world. ies exploit photos in order to develop s to describe, interpret and predict possible situations in the photos and to talk about their own lives. Useful functional language is presented for picture description and discussion (Lessons 2, 7, 11, 16, 21, 24, 37); information roleplays (Lessons 1, 10, 11, 17, 28, 31, 36); narrative roleplays (Lessons 7, 8, 13); negotiation roleplays (Lessons 4, 27, 32). Writing ‘The Writing Workshops include a discursive essay (Lesson 28); informal letters (Lessons 4, 36); formal letters (sss 20,32; a narative (eon 8) report (Lesson a review (Lesson 16). Reading There are exercises for multiple choice (Lessons 1, 2, 26); matching (Lessons 2, 4,13, 17,29); true/false sentences (Lessons 6, 13, 21, 33, 37). Listening ‘There are exercises for multiple choice (Lessons 3, 4, 8, 16, 27, 32, 38); true/false sentences (Lessons 15, 23); matching (Lessons 1, 7, 11, 15, 19, 20, 24,38). The Language Powerbook In the Languoge Perak thers Sls Corners ia ‘every module, focusing on one skill type and task. After very four modes, tei an Exam Zane with Use of English, Reading stoning, Speoing ond Win tats designed to ge students tips and practice fn typeal eam, takes:Using the Internet The Internet is an extremely powerful resource, which teachers are using increasingly to develop lessons forthe classroom and as a basis for homework. It can be used in a umber of ways as a tool for teaching English: += asa rich resource for self-study work, with language- learning materials freely available at no cost += 25 an infinite library of interconnected texts, recordings, pictures and films on any topic + 2 a reference library, providing dictionaries, encyclopedias and databases += 25a channel of communication, using email, for example. The Internet activities provided here on pages 163-166 follow up and extend what has been studied in New Opportunities Intermediate Students’ Book and will also give ‘teachers ideas for finding their own ways of incorporating the Internet into their teaching. Teaching notes for the activities are on page 162. Depending on equipment and time available, teachers can use the activities exclusively in the classroom or use class time to prepare students to work on their own in the school computer room or at home. The activities are divided into three stages: introduction, cntne and follow-up. The first stage ofthe lesson usually focuses on speaking, with the introduction of the topic, 2ctivation of already known structures and pre-teaching of ‘new vocabulary preparing students for the main online phase. This involves students searching the Net, reading 2d writing, taking notes, extracting information and filing in information in the photocopiable worksheets. Finally, in ‘the follow-up stage, students have the opportunity to share and discuss what they have found during the online phase. ‘Students require basic computer skills and need to know how to search the Web using one of many portals or search engines, type in a URL (website address), follow links and copy and paste text or pictures into a word document. All websites referred to inthe activities are expected to remain stable and be permanent; updated information on ‘any changes is provided on the New Opportunities website 2¢ welongman.com/newopportunities (ntrodnstionLearning Diary Module No. Module Title Learning aims Completed well Completed Completed badly Not completed 1 2 3 4 5 6 Topic Very interesting Interesting Not interesting Favourite lesson ~ Why? New vocabulary New grammar New idea New skills New materials for the Dossier My learning progress My problems Problems I have solved My contacts with English outside school What I have learnt about English culture and language Q © Pearson Education Limited 2006 PhotocopiableHow Lessons Work Module warm-up page introduces topic and motivates students. Module Objectives tell students what they are going to do Activities get students thinking about the topic. Key Words present and activate vocabulary for the topic There are gist listening activities. Before you start exercises The first Skills Focus lesson introduce the topic and give th reading and Strategies build reading skills. | students an opportunity to speak. eZ ‘ = ced > 17 Persuasion fewesenc = Vocabulary spots focus on lexical features of English. Students read a variety of motivating text types.Grammar Focus is the Other presentation exercises reading or listening activities second lesson of each help students discover how to give context for language. module. language is used. ‘onAmman Focus 14 Breoking News Initial presentation exercises focus on form, Practice provides controlled and freer grammar exercises. Before you start activities introduce vocabulary, give students an opportunity to speak, or prepare students for listening. This section systematically focuses on Multi- part Verbs, Function File presents everyday spoken language. Pronunciation activities focus on features like stressed words. Quote ... unquote are famous quotations related to the topic.(ntrodustion Culture Comer lessons focus on songs or an aspect of Engtish- speaking cultures. Getting Around Britain Comparing Cultures gets students to talk ‘about their culture. Review lessons come after every module. These activities revise grammar from the ‘module. These activities revise vocabulary from the module. Pronunciation activities focus on word stress or problem sounds. ‘Students think about th progress and what they need to reviThere are Writing Helps at the end of the book that support theTeaching Help Here are some practical suggestions to help you use New Opportunities. Planning 1 Choose the route through the material which suits ‘your teaching situation. )You are short of time. 1 Use the Routes through the material in the Teachers Book to find what exercises can be left out. «= Set activites from the Student’s Book for students to do at home: = reading exercises (for grammar and skills lessons) ~ written grammar practice exercises ~ vocabulary practice activities (e.g. Multi-part verbs) ~ preparation for speaking activities (e.g. photo discussion) - get students to write notes for homework ~ Writing Workshops - students do some or all of the stages at home ~ revision activities (grammar and vocabulary). b)You have plenty of time. ‘As well as covering all of the material in the Student's Book, you can do the following: 1 Use the Options in the Teacher's Book lessons. 1 Use the Internet student activities at the end of the Teacher's Book. «= Use the Comparing Cultures sections in the Cutture Focus lessons for project work. After finding out ‘information, students can then produce projects on the topic individually of in pats. 1 Use a level 4 Penguin Reader with the Student's Book. See the latest Longman Penguin Readers catalogue for the titles available at this level assroom management 2 Get students used to the instructions you give and those in the Students Book. 3 Introduce groupwork gradually. If your students are not used to working in groups, start off doing the group activities in pairs. When they have got used to pairwork, students will then be able to move on to working in ‘groups. Grammar 4 Encourage students to make their own grammar notes. See the teacher's notes for Lesson C. 5 Get students to work out grammar rules themselves. Give students plenty of time to do the presentation ‘exercises in the Grammar Focus. When they have finished or when they have problems, refer them to the relevant Mini- ‘grammar in the Language Powerbook. Finally, you can go ‘over the rules with the whole class. 6 Respond to students who say ‘We've done it before!” Make stronger students aware that, even though they may have studied a grammar point before and know the form, they often have problems with use of it. @ 7 Make sure students understand the grading system in tthe Language Powerbook. This system allows students to see how they are progressing when they are working on their own. Vocabulary 8 Encourage students to select new words. Get students to choose those words which are most important for them as individuals (depending on their level, personal interests, etc). 9 Make time in class for vocabulary books. Give students time to add new words and organise their vocabulary books. Help them out with any problems. 10 Use vocabulary books as fillers. During those spare five minutes at the end of a lesson, students can test each ‘others vocabulary, pronunciation of make up their own word games. Reading 411 Encourage students to try to guess the meaning of words. Rather than relying on you (the teacher) for the meaning of words, get students to use the contest to work cout meaning. If they still have problems, get them to check the meaning in the Mini-dictionary. 12 Help students use the Mini-dictionary. Build on the activities in the Learning to Learn module and play dictionary games, e.g. use the example sentences in the Mini-dictionary to guess the right meaning of a word. 13 Only focus on key words in texts. Remember that the aim of reading texts is to develop reading skils, not to present vocabulary. Do not go overall the new words in the text, focus on the key words that are needed for doing the tasks. 14 Encourage students to read outside the class. As well as simplified readers (see the Longman Graded Readers fcheme), encourage students to readin English about things they ae interested in (e.g. magazines about motorbikes). Writing 15 Make sure students use the Writing Help section. At the beginning of the course, get students to read through ‘it and put the sections in the order they think will be most Useful (Layout/Useful Vocabulary/Linking/Checking). 16 Try out some written tasks in pairs/groups. Group writing can be fun, can increase awareness of the writing process and can make your assessment load more reasonable. 17 Make assessment criteria clear. Tell students what criteria you will be using to assess the writing before students start the task (see the section on criteria in the ‘Assessment Guide). When they are used to this, try discussing and negotiating the criteria with them, e.g. What are the most important qualities of a good letter?dntvadustion 38 Emphasise the importance of the planning stage. Comment on students’ notes and paragraph plans (e.9. vrithout full sentences). By doing this, you will encourage students to spend more time on planning, as well as help them to develop note-writing skils. 19 Make sure students check their writing. Refer them to the Checking section of the Writing Help. Remind them ‘hat to improve their writing they must eliminate careless mistakes before they give their work to the teacher. Encourage students to check each other's writings for mistakes. This can increase awareness of common, problems. 20 Make sure that it is read. Ensure that not only you read what students have written, Use the Talkback activities to get other students to read and react to the content of what has been written. 21 Use correction codes. Rather than write corrections on Students! work, undertine mistakes and use a code to ‘dicate what kind of mistake it is, e.g. WO (word order), T (tenses) V (vocabulary), S (spelling), P (punctuation), 2 (preposition) Afterward, give students time to corect the mistakes using the codes. listening 22 Reduce ‘tape fear. It is important to prepare students fr listening to tapes or CDs to compensate for the fact ‘that they can't see the people speaking which makes it snore difficult to understand. Always play the cassette or CD again if students find it really dificult to understand. 23 Be aware of hearing difficulties. If any student has Dearing problems, put the cassette as near to him/her as possible. If your machine isnot very good quality, try to Borrow a better one. 24 Concentrate on task achievement. Always focus on shat students have managed to achieve despite a difficult task, 25 Evaluate the text. Make sure students are aware of the ‘act that different exercises vary in difficulty according to: speed, number of people talking, clarity of speech, regional o national variety, context, topic of conversation, etc. 26 Don't only use the cassette or CD. Try out other sources of listening in class like stories and video; do some of the story telling ideas in the Options section of the ‘teacher's notes; read out a reading text with deliberate mistakes for students to identify and correct. Speaking 27 Allow preparation time. Before freer speaking activities (like roleplays or guided discussions), make sure ‘hat students have time to get their ideas clear, look at Function Files, Key Word boxes and useful vocabulary. But sake sure that students don't write down everything they ae going to say. 28 Always reward effort and participation in speaking activities. Remember that shy students need extra praise and support. 29 Give marks for oral performance to emphasise th ‘importance of speaking practice. (See Assessment Guide, pages 150-151.) 30 Only correct afterwards not during oral ‘communication activities. Write down mistakes and afterwards write them up on the board and get students to correct them. Learner development 31 See learner development as investment. Time spent at the start of a course to organise vocabulary books, getting students used to the self-study features of the ‘Student’s Book or increasing student awareness of reading ‘or writing will pay dividends throughout the year as leamers become more effective students. 32 Self-study features. Remind students of all of the self- ‘study features in New Opportunities and encourage them to use the Mini-Grammar, Writing Help and Mini-dictonary. 33 Get students to keep learner diaries. Give students time to think about what they have done. See the Learning Diary on page 6. gStudents’ Book Contents Exam skills and tasks inthe lessons are highlighted in blue Learning to Learn (p.6-5) Grammar focus 2 Travellers’ Tales (p.12-13) |3 Extreme Sports (p.14-15) ‘Grammar: Present Simple, Present | Vocabulary: extreme sports: cognates: (Continuous, Present Perfect multi-part verbs (1) polar expedition (true/false Reading: biodata about travellers | Functions: preferences questions). (tultiple choice questions, Pronunciation: intonation of questions Reading strategies: multiple | matching) Listening: TV programme; interviews tedbchiog? | choice questions Listening strategies: preparation | Speaking: about photos: Speaking: describing and talking about ‘information gap photos; interviewing partner eee Mecca Warm-up (p.21) |5 The Chase (p.22-23) |6 A Memory (p.24-25) 7 Films (p.26-27) Vocabulary: stories | Vocabulary: key words for text; | Grammar: Past Perfect ‘Vocabulary: film genres; film jargon Speaking: | modifiers, Reading: autobiography extract | Functions: giving opinions about films describing photos | Reading: short story by H.G. Wells (tue/false questions) Vocabulary: multi-part verbs (2) Reading strategies: paragraph Listening: recorded phone message: | gaps logues about films (matching) {See iting ‘Speaking: talking about a photo; talkin about films Ceres '9 Problems (.34-35) 10 Fear of Flying ‘11. On the Move (p.38-39) Vocabulary: transport problems; | (p.36-37). Vocabulary: travel words; multipart verbs collocation Grammar: Present Perfect Simple | Functions travel situations ‘Speaking: discussing means of it Pronunciation: stess affecting meanin Vocabulary: Speaking: talking about a photo; rlepl Readings travel literature extract Listening: airport announcements by Bill Bryson (matching) Listening Strategies: matching inforat and dialogues 413 What's inthe Papers? [16 Breaking News 15 The Price of Fame (p.50-51) Vocabulary: Te (p.46-47) (p-48-49) Vocabulary media words: mult-pa Mea (WV, Vocabulary: compound adjectives | Vocabulary: disasters Pronunciation: contractions and mea fo magazines, Reading: newspaper extracts | Grammar the Passive Function: discussion (expressing opino Iewspapers the | (matching true/false questions) | (sentence transformations) Listening: racio programme: a discussion Internet) Reading Strategies: dealing with | Reading: Internet news about TV (matching) Listening: TV cultural references Programme extracts Speaking: news story F {oatching) | Speaking: discussion (topics fr a | presentation) The Media rrerers Warm-vp (p:57) 17 Persuasion (p.58-59) | 18 Classified Ads (p.60-61) _|19 Taking it Back (p.62-63) Vocabulary opinion Vocabulary: advertising Vocabulary: types of classified ads Vocabulary: mult-part verbs (5): actives expressions (2) idiomatic Grammar: the Future: (wil, shopping problems aévertsing expressions ‘may/might, Present Continuous, | Function: shopping problems fxpressions (2) Reading: magazine adverts Present Simple, 6 going fo) _ Pronunciation: intonation Listening: radio Reading Strategies: dealing with Reading: classified ads | Speaking: discussing a questionaire: adverts (matching) diomatie expressions (matching) | shop roleplay Speaking: information gap _Ustening: dialogues in shops (matching (Gsking for and giving information) remeee rai)4 Communication Workshops. (p.16-17) ‘Vocabulary: opinions (adjectives & collocations) Pronunciation: showing interest Linking: informa linkers including sentence adverbs, (actualy, luckily) Reading: adverts (matching) Speaking: choosing 2 holiday Speaking strategies: interaction Writing: 2 personal letter (1) Listening: radio programme 8 Communication Workshops (0.28-29) Linking: Sequence linkers, (aftr by the time, suddenly, just then, et.) Function: telling stories Speaking: teling a film plot ‘Speaking strategies: dealing with mistakes Listening: a film plot Listening strategh important words Weiting: an adventure story (naratve) listening for 12 Communication Workshops (p.40-41) Linking: addition and contrast, (in aakttion, lus, although, howe, onthe ether hand) Function tourist situations Wetting: a report ening taut poder, camping Speaking: tourist problems (rlepays) Speaking Strategies: preparing for lays 16 Communication Workshops (0-52-53) interrupting contrasting ideas (nevertheless, however, inspite of, although, despite) Writing: a review ofa film or a TV Listening: a TV debate Speaking Strategies: preparing for Short of class: give some of the grammar exercises for homework. > Plenty of time: do the Options. A Getting Organised Exercise 1 KEY WORDS ‘Adventure, Stories, Travel, Media, Advertising, People, Learning, Careers, Culture Shock, Civilisation + Read through the topics in the Key Words with the class. «= Students then work individually, reading the definitions and matching them with the topics. If you wish, students can compare their answers in pairs before checking answers a5 a class. 1 When checking students’ answer, ask them to make Sentences with the definitions, e.g. Learning is getting knowledge about something ora ski. ‘Answers Learning b Careers c Travel. d Culture Shock ¢ Stories fF People g Adventure h Media i Advertising j Civilisation + Encourage students to suggest what each module might contain. + Students then work individually isting the three modules ‘they think will be most interesting. If you wish, the whole cass can then vote forthe three most interesting modules. After the class has finished the Students’ Book, ‘they can come back to this exercise and see if their predictions were correct. Exerdse 2 ‘= Read through the descriptions with the class and check comprehension of important words, e.g. quotations, articles. 1 Students work individually or in pairs, looking through the Students’ Book and matching the descriptions with the features. @ “Answers bb key Words Quote ... Unquote d Literature Spot Mint dictionary f Reading Strategies: Prediction Review 1 Function File 1 In this module you will... j Language Problem Solving _k Writing Help t Culture Comer 1 Exercise 3 '= Read through the ways of organising vocabulary with the students. Elicit which ways they find most helpful and any other ways they use. Ask students which topics they have a lot of English vocabulary for, e.g. the home, sports. Ask them which topics are difficult to talk about ‘n English because they haven't got enough words. «= Discuss what information students include about new Words. Take a word from the Key Words, e.g. adventure and go through the four types of information with the class. Ask students if they can remember any of the phonetic symbols for the sounds in adventure /odvenfo/. If students can remember some of the Phonetic symbols, ask individuals to write them on the board. If students cannot remember all the symbols, they can look them up in the Phonetic Chart in the Min- dictionary. s Students work in small groups, organising the new words from this lesson. Go round and check the entries in the students’ vocabulary books. ‘= The groups tell the class which words they have recorded {in their vocabulary books and see if they have chosen ‘the same words. ‘= Elicit sentences containing some of the new words from the class. 1 Tell students to listen to the words you say and write down the correct number (16) for each word. Make sure you keep a note of the order of the words you ‘say, €.g. 1 shop (6), 2 cheap (3), 3 chip (4), 4 ship (1), 5 sheep (2), 6 chop (5). = Check answers by asking individuals to say the ‘number of each word and pronounce the word.Learning to Learn B Word Power Exercise 1 «= Students work individually, reading and trying to answer the questions in the English Quiz. They can then compare their guesses as a whole class and see how many diferent answers the class has got. «= Students read the text quickly (if you wish, give them a time limit of two minutes) to check their guesses. Remind students not to worry about understanding every word but jut to find the answers to the questions. ‘Answers ia 2¢ 3b 4b Exercise 2 ‘= Read through the Strategies with the class and refer students to the Mini-dictionary. ‘= Bicit the names of the main parts of speech from the lass (noun, verb, adjective, adverb, preposition, article). ‘sk students to give examples of each part of speech. Altematively, write a sentence on the board for students ‘t» analyse, e.g. John quickly put his book in the green ‘cupboard. ‘= Read aloud the instructions and check that students understand what to do. Students may find it helpful to read through the first paragraph as a whole class, sundertning the new words in the text and circting the ‘ones that are very important in order to understand the ‘text. Students then continue, working individually or in pairs. Monitor, helping if necessary and checking students’ answers. ‘= As a whole clas, students compare the words they looked wp in the Mini-dictionary. Exercise 3 ‘= Read aloud the complete text for students to gain a ‘general understanding. ‘= Students can work in pairs, if you wish, working out the parts of speech and the meanings. Remind students to ‘se the Mini-dictionary to help them. sswers 2 adjective 3 adverb 4 preposition 5 noun 6 adverb Ted 8 verb 9 noun 10 preposition _ Sifoet earings of each wor nthe i __ to make sentences containing them, e.g.: lo ring / to ring 2 a book / to book 3.0 train / to trainLearning to Learn C Doctor Grammar Exercise 1 «= Read through the words in the box with the class and check that students understand them all. 1 Ask one of the students to read aloud the example sentence. Explain that students must make sentences using only the words in the box. «= Give students five minutes to work in pairs, discussing and writing their sentences. Exercise 2 ‘= Read through the names of the structures with the clas. In turn, students read aloud one of their sentences and ‘write it on the board. The class then identifies the structure of the sentence. «= Ask students to give other example sentences for the structures they did not use in their sentences, e.g. The ‘crocodile is bigger than Mary. The crocodile is/was watching Mary. Mary wil study the animals tomorrow. ‘Mary goes home tomorrow. Has Mary left the 200 and gone home? Mary has to study tomorrow. Exerdse 3 «= Note that Culture Comer 5 is about Wales. Tell students they will find out more about Wales when they read Culture Corner 5. 1» Students read the text silently to get the general idea. 1 Read through the articles, prepositions and quantity ‘expressions with the class. Students then read the text again and complete it with the words in the table. 1» Check students’ answers by asking individuals to read out their answers. “Answers 1a 2the 3some 4the Sof 6from 7to Bin Dthe 10the T1the 12a 13the 16 of 15 some 16 the 17a Ball Exercise 4 ‘= Read through the structures with the class. Elicit an ‘example or two of each structure to check that students remember them. «= Students work individually, using the scale to show how well they think they can use each structure. += Do a quick class survey (by asking students to put up their hands) to see which structures are the easiest and which are the most difficult, or ones that students do not understand. ‘= If appropriate, do some remedial work with the structures ‘that students don’t understand. Exercise 5 1» Look at the suggested ways of organising grammar notes with the class. Ask students which ways they use and if they use any other procedures to organise their grammar notes. «= Students work in pairs, selecting a grammar area from Exercise 4 and organising some notes for it. Monitor and help if necessary. + In groups, students look at each others grammar notes. Go round and look at the notes yourself and select two or three to be written on the board for the whole class to see (and copy into their notebooks, if they wish). Exercise 6 ‘= Look back at the text about Welsh with the class and elicit ideas about the history and development of the students’ own language. You may wish to give students time to find out information about their own language for homework. «= Elicit suggestions for the content of the paragraphs, e.g. 1 origins and earty years of the language; 2 the development of the language, e.g. written language and literature; 3 the present situation, e.g. number of speakers, use on the internet; 4 predictions for the future. Write important words and expressions on the board for students to use as cues when writing their ‘compositions. «= Tell students that you will be focusing on correct verb forms when marking their compositions. They should write between six and eight sentences. Students plan and draft their composition in class for you to check and Point out any errors to be corrected. They can then write ‘out the fair copy in class or at home. ‘other's compositions conto, same or different.( Adventure KEY WORDS: Aovoruae Explore: a desert, a desert island, another planet, a rainforest Visit: cities around the world, famous museums, a volcano Go: canoeing, diving, fiying, parachuting, sailing, skiing Go on: a cruise, a round-the-world trip, a safari, a trek «= Ask students to look at the photos and match them to two of the Key Words (a desert, canoeing). 1 Check comprehension of the Key Words by asking students to translate the words into their own language. All the words can be found in the Mini-dictionary. « Students discuss which activities they would describe as ‘adventure’, giving reasons. « Students add the words to the Key Words. Students ‘compare answers in pairs before checking answers as a class. Encourage students to use full sentences when giving their answers, e.g. Ancient buildings goes with/ belongs to ‘vist’ or We say to visit ancient buildings. ‘answers Visit ancient buildings, go climbing, explore a polar region, go fn a scientific expedition 1 Give students time to write the Key Words in their own vocabulary books so that they can learn and test themselves on new vocabulary throughout the course. Suggest that they have sections in their vocabulary books with the heading of each topic of Key Words, e. ‘Adventure, Suggest that students write the translation next: to the Key Word as well as a sentence using the word in context. Allow time in class in the first few lessons for students to record the Key Words in their vocabulary books and then ask them to do this for homework. Check their vocabulary books regularly and encourage them to test each other on new vocabulary. fling to ie ean ‘The pairs then read out their descriptions for the rest of the class to guess the activity, O) Exercise 2 «= Students read the example answer as they listen to the recording of the first speaker. ‘= Continue playing the recording for students to make a note of what the other three speakers would like to do. 1 Check students’ answers as they listen to the recording a second time. ‘Answers 2 fly solo in a plane 3 visit capital cities 4 canoe down the ‘Amazon, ‘Tapescript 1 Te been interested in ancient Egypt since I was. small, There's something fascinating about the civilisation, you know. Tve got lots of books on Egypt and a couple of Videos. OF couse, I really love to go there. I've always reamed of seeing the Pyramids. They look realy spectacular ‘in photos, and there's something mysterious and magical about them. 2 T just love aeroplanes. I dont know why but for me theyre ‘really amazing. Tve been on planes loads of times and it always fels great, especially when you take off But itd be ‘great to be able to fly one, really exciting. That's my dream — to fly solo! 3 1 really like watching travel documentaries on television. I think they'e interesting and educational atthe same time. There was a good series on last year. The presenter went round the world visiting all the major capitals. Td you know, goto place tke Cairo, New ng. be a great experience. And I think I would learn alot about hhow other people live. 4 Te always loved water, you know. The frst time got into 2 canoe was when I was about eight. But my dream isto do ‘something really challenging, ke going down the Amazon in a canoe. It wouldit be easy, I know, but I think itd be a real challenge. But just think of all the things you'd see ~ the rainforest, the wildlife, smal villages. 1fd be a great experience. «= Ask students if any of them would like to do any of these four things. Encourage students to say why they would or wouldn't want to do them. CO Exercise 3 «= Read through the descriptive adjectives and check students’ understanding. 1 Play the recording again for students to match the speakers with the way they describe their dreams. “answers 1b 2e 3d ba ‘spectocular and mysterious as ting. 1 Write the words on the board and ask students to. ‘make their own sentences using some of the words. Exercise 4 «= Read aloud the questions and the example sentences. Give students time to think about their ‘dreams’ and ask yyou for any vocabulary they need. «= Students then work in pairs, talking about their ‘dreams. Go round and monitor the activity but do not interrupt. Remedial work can be done after the pairwork. ‘= Some of the students tell the whole class about their “dreams,Motile 1 1 Explorers Before you start Exercise 1 1 Students look atthe photos. Elicit answers to the {questions from the whole class and encourage students to give reasons for their guesses. + Students then read the text to check their guesses. Encourage them to read the text quickly, scanning it for the answers to the questions, and not to worry about. unknown vocabulary at this stage. Reading Exerdse 2 # Students work individually, reading the text again more Carefully and marking the statements true or false. «= If you wish, students can compare their answers in pairs before checking answers as a class. Ask them to read out the section of the text which gives the answer. Students correct the false statements. “Answers 1T 2F 31 4F SF 6T Exercise 3 1» Read through the Strategies with the class and discuss the suggestions. Encourage students to say which of the Strategies they already use and which work wel for them. ‘= Work through the first multiple-choice question with the class. Students then complete the exercise working individually. ‘= When checking answers, encourage students to say how they used the Strategies to work out their answers. “answers 1a 2e 3b 4b 5b 1» Students read the text again. In small groups, students discuss the questions. Point out that question 4 asks for their own opinion and feelings. ‘= Check students’ answers by asking the groups to report their answers to the class. If you wish, ask students to ‘write up their answers for homework. ‘Suggested answers 1 Amundsen succeeded because he made rapid progress - he had teams of dogs pulling the sledges and his men were on skis, Scott filed because he and his men had to push the sledges themselves when the motor sledges broke down, and the ponies had diffcuties withthe snow and the cold. 2 They reached the Pole even though they didn’t win the race and they became heroes because oftheir bravery. They collected rocks that proved Antarctica had once been covered by plants. 3 They became heroes because, although they died on the smu journey, they showed emaralecomage athe Exercise 5 1 Elicit the names of explorers, climbers and travellers from the students’ country and write them on the board. In small groups, students choose some of the people and pool what they know about them and what they have done. Monitor but do not interrupt students’ fluency. Make a note of any serious language problems to go over at the end of the activity. Skitts Focus-Adventure «= Each group tells the class about one of the people they discussed. oe sf, 6d Vocabulary: Wordbuildng Exercise 6 '= Work through the sentences with the whole class and check that students understand the grammar terms. ‘Answers adjective 2 verb 3 adverb 4 noun ‘= Point out that not all the nouns can be made into adjectives, verbs and adverbs. Look at the example ‘answer with the class. ‘= IF you wish, draw a table on the board (see Answers) for students to copy and. complete with their words. Remind students to use the Mini-dictionary to help them. “= Check students’ answers by asking them to complete the SE eta Tg ciation. Point out that, although deathly ends in Fy. isan adjective oot an adver. cexhausted/-ing eplorer/-ation explored ‘esanisation/-er organised/-ing organise stness sad acs successful successfully succeed Eamrcise 8 “= Students can refer back to the text if they wish as they ‘ze doing the exercise. ‘= Check students’ answers by asking individuals to read ‘loud the sentences. “EPreparations 2 darkness 3 death 4 sastrous, exploration 5 bravery, dfculty Exercise 9 1» Two students read aloud the example sentences. Elicit ‘wo more sentences using other words from Exercises 7 and 8, e.g. dificult, dark. 1 Students then work in pairs, taking turns to say sentences about the two expeditions. Monitor and help the pairs of students to correct any serious errors in the se of the vocabulary. 1» Some of the pairs say their sentences to the class. Exerdse 10 s Divide the clas into Student A/B pairs. If you have an ‘odd numberof students, have two weaker students work together as Student A. 1 Each member of the pair reads a different text. Student A tums to page 129 and Student B tums to page 130. «= Read aloud the two example questions. Check that students can form all the questions correctly. 1 Students then workin pairs, taking turns to ask and answer the questions. = Check students answers by asking them to report their ‘information to the whole clas. QUOTE ... OXQUOTE, «= This quote follows on naturally after Exercise 10. Read the quote and ask students what it tells us about Kamifiskis character. Does he like preparing for ‘expeditions? Is he a patient man? Is he an active person?Motale 2 Travellers’ Tales —— '« To revise the Present Simple, Present Continuous and Present Perfect verb forms. ‘« To read non-fiction texts for specific information. ‘= To use cues to write a travel questionnaire and then ‘ask and answer the questions. ‘= To distinguish the pronunciation of ’s in contractions fn sentences such as He's gone and Mike's a nice ‘man. Resources used Cassette/CD. Srammar In this lesson we revise the following present tenses and their uses: Present Simple: 1 routines/habits/activites that ‘happen regularly; 2 permanent situations and states Present Perfect: 1 things that started in the past and ‘continue up till now; 2 past events that have clear results in the present; 3 events that happened in the past but it doesn't matter when Present Continuous: 1 activities happening now, at the time of speaking: 2 activities happening only during a limited period of time around the present. ‘Troubleshooting: Continuous form for activities that happen regularly. Encourage students to self-correct and peer-corect. Benedict Allen is one of Britain's most prominent explorers. He isthe author of six books which recount his solo expeditions to some of the remotest parts of ‘the world including the Amazon, New Guinea, Australia > Short of time: give some exercises for homework, ‘eg. Exercises 1 and 2 and/or Exercises 5 and 6. > Plenty of time: do the Options. > 2 classes for this lesson: break after Exercise 4, Before you stot Exercise 1 + Students look a the pictues and read the questions. Ten, students scan the texts quickly to find the answers to the questions. g GRAMMAR Focus ‘answers 1b 2a 3¢ Exercise 2 f= Students refer back to the texts to find which person. would give each answer ‘Answers 1B 2C 3¢ 4c 5C discuss the differences in meaning, 9 ‘ssues as how often ‘outsiders’ have visited the area, ‘the difficulty ofthe journey and terrain. «Ask students if they have travelled in any of the same ways as Christina and Benedict. Which of these ways ‘would they lke to travel? Which of the countries. would they like to visit? Encourage them to give reasons. Presentation Exercise 3 ‘= Students work individually or in pairs if you wish. First, ‘students identify the tenses in the undertined sentences jn the text. Check these answers before students match them with the uses (a-g). “answers ‘2. she often makes... b Benedict doesnt tke... ¢ She has been a traveller ..d His TV programmes and books have made ....e He has crossed... F He's waiting for me .. 1 She is now working .. 1 Students then look back at the texts to find more ‘examples of the three tenses and identify their uses. Tell them to make a note of the examples they find. f= In tum, students read out an example to the class, say which verb form it is and identify the use. Practice Exercise 4 + Point out that the instructions ask which people could not say the sentences and why they could not say them. 1 Students can discuss the answers in small groups of three (or four or alternatively do the exercise as a whole-class activity. 1 When checking answers, elicit suggestions for what the people could say instead ofthe given sentence. ‘Answers la 2a 3c Exercise 5 «= Advise students to read through the whole text quickly first before they start filling in the gaps. Encourage them to guess the meaning of new words, e.g. botanist, orchid, rare, rheumatism, properties, and to check the meaning in the Mini-dictionary. ‘= Check students’ answers by asking them to read the text aloud.Adventure ~ PRESENT SIMPLE, PRESENT CONTINUOUS AND PRESENT PERFECT “Answers ‘Lhave worked 2 teach 3 spend 4 have had 5 have just Aiscovered 6 am studying 7 uses 8 am collecting 9 have examined 10 believe Exercise 6 + Read the first set of notes and the example sentences with the class. + IF you are short of time, divide the cass into four groups and ask each group to write sentences for one of the remaining four verbs. Encourage students to check the ‘meaning and pronunciation of new words, .9. ethnographer, in the Min-dictionary. += The groups then read their sentences to the class. Answers 2 Tima traveller and a scientist. Tve been interested in ‘Australia all my life. 43 Te worked asa scientist since 1991. I work at Lancaster University as an ethnographer. Im working on a book about ‘Australian food and drink. 4 Te written more than twenty articles about Australia. Ive written books on Australian customs. I'm wrting/Tve written a book onthe life of Australian Aborigines. 5 Tlive in Lancaster. I've lived in the UK for twenty years. I'm living among Australian Aborigines in order to do research forthe book. «= Give students tine to tink of and wrt their own, sentences. Monitor and help students correct any errors. ‘= In small groups or as a whole class, students read out ‘their sentences. Exercise 7 «= Students work individually to write the questions. Tell them to add one or two more questions if they wish, e. Have you ever travelled by camel? = Check the question forms before students go on to ask and answer the questions. ‘Answers 11 Have you ever travelled abroad? 2 Have you eve lived abroad? 53 How many countries have you been to? 4 Do you tke travelling? 5 Ave you planning a trip ora holiday anyahere at the ‘moment? 6 How many languages do/can you speak? 7 What languages ae you learning at the moment? 8 Are you interested in any country/culture? «= Students work in pairs, asking and answering the questions and making a nate of their partner's answers. Tel students they need not tell the truth ~ they can ‘invent information about themselves and their tives. «= Students then tell the class about their partner. Exercise 8 1» Read the example text with the class. Check ‘comprehension and check pronunciation of archaeology /‘akivledsi/. «= Each student thinks of a person and writes four or five sentences about the person, using the three verb forms (Present Simple, Present Continuous and Present Perfect). Monitor and point out any serious language errors for students to correct. «= Students then read their sentences to their partner. ‘= Some of the students can read their texts to the class. Pronunciation: Contractions O Exercise 9 «= Ask students when ‘sis used and elicit examples from them, e.g. John’s book (possession), He's here (contraction). 1 Students study sentences 1-6 and decide if's stands for has or is. 1 Check students’ answers by asking them to read out the sentences with the full ve form. Answers thas 2has 3is Shas Sis 6is «= Students look at the phonetic symbols and say the two sounds. 1 If some students have problems discriminating between the two sounds, they may find it helpful to think of the unvoiced /s/ as sounding like a snake and the voiced /2/ as sounding like a bee. Choose a pair of words (e. ‘bus/buzz of Sue/zo0) and say the two words in a random sequence for students to listen and identify the sounds. 1 Play the recording two or three times for students to listen to the pronunciation of’. ‘Answers Apl 2hf 3/ef is 51/69 1 Students then listen to the recording again and repeat the sentences.Motatet 3 Extreme Sports Objectives: 1 To use the vocabulary of extreme sports, 1 To practise listening strategies for preparing to listen toa text. «= To listen to a TV programme for specific information. 1 To practise expressing preferences. 1 To use multi-part verbs. 1 To practise using correct intonation in questions. Resource used Cassette/C0. ‘Troubleshooting Some students may not know much about extreme sports and so have less knowledge to use when preparing forthe listening text. ‘Some students may have difficulty distinguishing ‘intonation patterns (see Exercise 9). Short, regular practice exercises should help, e.g. after recording- based exercises, play a short section ofthe recording to ‘identify falling and rising intonation patterns. Eackprousd Extreme sports have grown rapidly in importance in the last few years and the Extreme Games attract growing ‘numbers of participants. Other extreme sports include: street lugeing (going down a street very fast on a board with wheels), underwater hockey (played underwater in a swimming pool). ‘Bungee jumping originated from the Vanuatu group of ‘islands in the Pacific. The men in the tribe built wooden towers hundreds of feet high and jumped off, ‘with jungle vines around their ankles. You may find the following websites useful (but it is. advisable to check that the website is still current and ‘that the content is appropriate for your students): http:// com, htp://www.extremists,com.au, :/ www. xtsports.com ‘The quote is by G. K. Chesterton (1874-1936), an English essayist, novelist and poet, who also wrote studies of Charles Dickens and Robert Browning. ‘Routes through the material > Short of time: give some exercises for homework, e.g. Exercises 7 and 8, omit Exercise 6. > Plenty of time: do the Options. > 2 classes for this lesson: break after Exercise 6. ‘KEY WORDS: Erne Sroms igee jumping, extreme mountain biking, extreme skiing, ice-canyoning, ice diving, skysurfing, snowboarding, snowrafting, white water rafting 1» Read through the Key Words with students and give them time to check the meaning and pronunciation in the Mini-dictionary. Students identify the sports in the photos (skysurfing; extreme skiing; white water rafting; ice diving). 1 Students answer questions 1 and 2, saying what is Skitts Focus. happening in each photo and how they think the people feel (e.g. excited, happy, nervous). «= In small groups, students discuss questions 3, 4 and 5. Monitor but do not interrupt students’ fluency. The {groups then report back to the class. f= Students say whether any of the Key Words are simitar in their language. Listening Exorise 2 «Read through the Strategies withthe class. 1 Ask students what clues they get about the content of the next listening text from the ttle ofthis lesson, the pictures and their own knowledge of the world O Exercise 3 ‘= Students read through the questions and guess the answers, using the Strategies. «= Play the recording for students to listen and check their auesses. IF necessary, play the recording a second time. “Answers a 2b 3¢ 4a Sb 6b 7c Bc Tapescript Presenter: .. and now we're going to take 2 look at extreme sports. More and more people are taking them up, but what ‘exactly are they? How dangerous are they? What makes people Fisk ther lives to do them? Michelle is going to tellus all, about them. Michelle: Speed, excitement, danger. You can find all these in the various extreme sports that have become popular in the last ten years or so. Take bungee jumping. You jump off a high bridge, tke this one Tm standing on now, and you fall and fall and then, just before you hit the ground or water, an elastic rope pulls you back. No way! There's no way T' go ‘through with that, Tm teling you! And other extreme sports appear just as crazy. Look at this vdeo. In shysurfing you Jump out of an aeroplane and use a board to ‘su’ the air, ‘doing gymnastics in mid-air Amazing, int it? And extreme Sports on land can be just as dangerous. Winter sports have always had an element of danger. I'm into skiing myself and Te had a couple of nasty falls. But new sports Uke ‘snowboarding, extreme skiing are much more dangerous. Probably the most dangerous of the new winter sports is snowraftng. It's difficult to get across just how dangerous it ‘is but imagine ~ you sit in a rubber boat and ‘sail down a mountain at great speed ~ and you cant control the boat! Cran, ist 2 OF course, water sports have always been fun, | {In white water rafting you st in a small inflatable raft and go | down a river at great speed. Fst flowing mountain rivers are the best. Then there are sports lke ice-canyoning and ice diving for those people who are absolutely crazy. Ice diving is not easy to set up because you need good diving equipment land a froze lake. First you break the ie and then you get ‘nto the wate. Sounds fun, doesn't it? And, if that’ not ‘enough, you then try to walk upside down on the ice! Mm, I feel cold just watching it ~ at a ‘to listen for Michelle's description of ‘thei’ sport and her opinion of it. Play the recording two or three times if necessary. f= In tum, each group reports back to the class.Adventure ) Exercise 4 + Read the entries in the table with the class. Check that students understand that would like to means that the person has not yet done the sport. + Play the recording for students to complete the table, * Check students’ answers by asking them to make sentences about Carol and Jonathan. [Answers | cael Jonathan | bungee jumping ‘ting and snowboarding | eon sailing | stysurting fee diving | ssowrating bungee jumping | Tepescript Interviewer: So tell me, Carol, what sort of extreme sports do you do? Carol tke bungee jumping. Its great, realy exciting. Interviewer: But what makes you do bungee jumping? Carol: Well {get nervous, you know. But when T'm jumping, [feel great. If lke being a bird. Interviewer: Really? What about other extreme sports? Carl nov tot ssi, Butts very expersie, you know, Interviewer: Right. Are there any sports you wouldn't try? Carol: Im pretty adventurous but even I wouldnt lke to do snowrafting, There\ve been some terible accidents. I hate Plenty of time: do the Options. > 2 classes for this lesson: break after Speaking Talkback. Speaking Before you start Exercise 1 1 Read through the questions with the class. Students scan the adverts to find the answers. “Answers 1 White Water Experience 2 Patagonian /partsgaunion/ Adventure 3 Eco-tourism /ekouituorizam/ in Sr Lanka sr enko/ 4 Wildlife Safari © Bxercise 2 « Students read the questions. Tell them not to worry about understanding every word as they listen to the recording. [At this stage they only need to listen for the answers to the question. If necessary, play the recording twice. g ‘answer 1 White Water Experience 2 good weather, quest houses, visit Istanbul ‘Tapescript Girt: Which holiday would you like to go on, Ricky? Boy: I dot know they ll ook interesting .. andthe prices are reasonable, avert they? Er. T dot know 7 {hink Td Uke to go on the wildlife safe. Sie: Realy? Boy: Yeah I prefer hot places, you know. South Africa sounds 20d. Sirs Mm. ink the trp to Patagonia sounds the most exciting, hough. Boy: Yes? You do? Gir 1 mean, you can really explore somewhere, you know, ‘which ist fl of tourists, 18 be great, cause you can 90 Sing and mountaineering as wel. Boy. Tue ‘ir 1 woud ike to go onthe safari, actualy. You know, ‘sitting around watching giraffes. (laughs) You can see them in the z00, cant you? Boy: Yeah, but isn’t the weather bad in Patagonia? It’s really windy, fart 2 Ts wore than the weather here! ‘its Yeah, that’ tre. Boy: And that Patagonia trip sounds abi, you know, uncomfortable. Girl: Maybe. But they give you everything you need. Tents, fourenhee-dive cars «18 bea Tel adventure, would i Boy: Wo, not realy. Nat for me don the cold places. Td really prefer to goto Afi ie Well not me Lets have a lok a one ofthe others. ‘What about rafting in Northern Turkey? That sounds quite good. does im right. But I would’ tke to go rafting. think ies really dangerous. Giz Oh, come on, Ricky. Youd Love it in Tey. 1’ ot there ‘inthe summer aswel. You can’t complain abou that toy: No, T suppose not. And atleast theyve got guesthouses hate camping Git: Yeah T know! Boy: And maybe I should try rafting, Gi: Right ret, And we could go to Istanbul on the way Back. Tve heard its an amazing place + ight ets go there! answers, ask students what ‘impressions they have got of Ricky and Shulah. nowers Str Ricky ies ot weather: Shh oer want to it Fagen: iy tadweathe, enconforal; Shah Fetagonia: Ricky = “ Shula - ‘cng atentire, sing, owntaineeing O Exercise 3 ‘= Students listen to the extracts from the dialogue. Draw their attention to the intonation of the expressions.Adventure 1 Students listen again and repeat the words and sounds. Choosing o Holiday Sioge 1 KEYWORDS: Orane boring, changeable, cold, comfortable, dangerous, dificult, educational, exciting, expensive, good value for money, interesting, lots of variety, uri, no privacy, rainy, reasonably price, safe, sunny, tiring, uncomfortable «= Give students time to read through the Key Words and check meaning and pronunciation in the Mini-dictionary. «= Go through the example notes with the class. s Students make their own notes about a trip they ike to {go on and one they wouldn't. Remind them not to write in full sentences. Help with vocabulary if necessary. Stage 2 1» Look back at the Function File on page 15 with the class and elicit some example sentences from the students. 1» Students rehearse privately what they are going to say. Monitor and help where necessary. Sioge 3 ‘= Read through the Strategies and look back at Exercise 3 with the class. = Elicit what Student A and Student 8 could say as they suggest different holidays and try to agree. «= Students work in pairs, using their notes and making conversations to choose a holiday. Monitor and make a note of any general language difcuites to go over Afterwards withthe clas. Takback «= The pairs report back to the class and students find out which are the most popular and least popular holidays. Listening Before you stort Exerdise 1 1 As a whole class, students discuss how polar expeditions now are different from those in Captain Scotts time. Students might suggest the following answers: ~ clothing is better (warmer, lighter, more protective) ~ equipment is more sophisticated (better tents, cooking equipment) ~ transport is more modern, unless the explorer chooses to use more traditional means (snow scooters, motorised sledges) ~ communication has improved (radios, screen contact) ~ more possibilities of escue (helicopters). A Rotio Programme D Exercise 2 + Read through the questions withthe class. Encourage students to guess the answers. '» Students then listen to the recording and answer the questions. 1 Check students’ answers by playing the recording again and pausing after each answer. Answers 1b 2¢ 3a 4c 5b “Tapescript See page 145. ‘Students work in small groups, discussing the statements, Encourage them to think of examples to illustrate the statements, e.g. people from history and the present day, famous people and ordinary people known to the student(s) ‘who have overcome disabilities or setbacks in arly life to Achieve their ambitions and dreams. ee Exercise 1 ‘= Read through the topics (a-f) with the class. Ask students to predict which topic will be first and which will be last in the letter. «= Students read the letter and match the parts with the topics. Answers ib 2f 3e 4c 5a 64 Exerdse 2 ‘= As a whole-class activity, go through the letter and elicit examples of informal sty. «= Ask students what similar expressions they use in their ‘own language when writing informally toa friend. A Persona etter (1) Stages 1-3 «= Read through the three stages with the class so that students understand what to do. «= Elicit suggestions of adventure holidays from the class and write alist on the board for students to refer to. If you wish, weaker students can work in pairs rather than individually. 1 Students make notes about their holiday using the headings in Stage 1. «= Refer students to Writing Help 1 on page 140 and read through it with the class if you have time, s Students plan their paragraphs and draft their letter. Remind them to use informal style in greetings, goodbyes, linking words at the beginnings of sentences and contractions. Monitor and check the draft letters before students write their final letters. s Students check their letters, paying particular attention to style and verb tenses. Talkback t= Students work in groups, reading each other's letters and discussing which holiday sounds the most interesting. Encourage them to use peer correction and help each other correct any mistakes in the letters, @Language Problem Solving 1 Exercise 1 1 Students read the advert and say if they would like to 90 on the hotiday, giving their reasons. 1 Encourage students to guess the meaning of any new ‘words from the context and to refer to the Mini- dictionary. Exercise 2 «= Read the instructions. Use the example verbs in the table (reatise, cary) to check students’ understanding of ‘states/feetngs’ and ‘activities. «= Ifyou wish, do the First verb in the advert (understand) with the class. «= Students then work individually or in pairs, completing the table. = When checking students’ answers, build up the complete table on the board. See Grammar notes above about verbs which fit both columns of the table. ‘Answers States/felings: understand, know, taste, mean, dont want, ike, prefer ‘Activites: prepare, costs State and activity verbs ‘Answer activity verbs = Students then complete the rule “answer Exercise 4 ‘= As a whole class, students translate the verbs in blue in the sentences and discuss if the verb means the same in both sentences. Exerdse 5 1» Students work in pairs, discussing whether the sentences can be changed into the Present Continuous. ‘= When checking answers, ask students to say the sentences (b, e) which can be used in the Present Continuous and to explain the difference in meaning. aod Exercise 6 «= Advise students to read the complete text quickly before filling in the gaps. «= Students compare their answers in pairs and practise reading the dialogue aloud before checking answers as a class. “answers 410 you like 2 love 3 enjoy 4 do you think 5 come 6 don't know 7 want 8 am working 9 understand 10 are enjoying 11 means 12 do the tourists difer 13 smell T6-eat 15 don't dress 16 drink 17 doesnt taste 1B love Exercise 7 «= Students put the expressions into two lists: expressions that can be used in both the Present Continuous and ‘Simple; expressions that can be used only in the Present Simple. «= Tn pairs, students add more vetbs from the text to each ‘column. 1 Students then feed back to the class and add verbs to the table on the board. For example: states/feelings ~ feel, think, have; activities - dream, come, organise. Exercise 3 «= Read aloud the instructions and check that students. understand what to do. Students read the postcard to find which verbs are used in the continuous tenses. 1 When checking answers, ask students to read aloud ‘examples of the verbs in continuous tenses. Explain that look can be either a state (Mount Everest looks stunning) ‘or an activity (Im looking at Mount Everest), depending ‘on the meaning. “Answers Present Continuous and Simple: play footbal. think about, lok ‘nf, look at, have a shower Present Simple: want, have a pet, like «= Read the example pair of sentences with the class and elicit two sentences for one of the other expressions, e think about. «= Students then work in pairs, using the verbs to write sentences. Monitor and help where necessary. = Some of the students read aloud their sentences to the class.~ Culture Corner 1 O Exercise 3 «= Give students time to read through the events and guess the sequence of some of them. «= Play the recording for students to order the events. «= Students compare answers with their neighbours before checking answers asa class. «= After checking answers, ask individuals to read aloud the ‘events in the correct order. “Answers 1d 2h 3b 4e 5a 6F 7c 86 Tapescript See page 145. O Brerdise 4 ‘a Read thirsagh the topics with the class, Eilett wake making techniques from the students, e.g. omitting (O Beerdse 1 . 2 unimportant words, noting key words, using headings, « Give students time to read through the information about abbreviations, symbols and personal ‘short hand. Remind Canada and use the Mini-dctionary to check vocabulary. students that their notes are for their own use. The most Encourage students to guess some of the missing ‘important thing isto select the correct information and ‘information. be able to use their notes to retrieve the information. + Pay the recording for students to listen and complete «= Play the recording, several times if necessary, for the information. If necessary, play the recording again. students to listen and make notes. 1 Check answers by playing the recording and pausing after «= Students compare notes with a partner and see if they ‘each answer. Check that students write the long numbers hhave selected the same information. correctly. Students can see if their guesses were correct. «= Students feed back to the class and give information about each topic. 10ttana 232 3 french 4 the UK 5 one 6 4,200 76,000, Competing Cabates Read through the instructions with the class and elicit suggestions of travellers and explorers for students to research, «= Allow time in class and/or at home for the pairs to find cut their information, make notes and prepare their tals. Encourage them to use visuals to illustrate their talks. Help students with vocabulary and pronunciation where necessary. s Students work in groups giving thei talks. Monitor the activity but do not interrupt. Make a note of any general language difficulties to go over with the clas afterwards. Tapescript See page 145. Exercise 2 «= Students work in pairs, looking at the photos and discussing their answers to the questions. 1 The groups then feed back to the class.Review 1 sachet PEE a oo ea = iy lds mont 1 To practise pronunciation of consonant sounds. ae Cassette/(D. ‘Background Antarctica (area 14,200,000 sa km) contains 90 per cent of the world’s ice. It has the severest climate in the world, with the Lowest recorded temperature ‘(-87.8°C). ‘Reutes through the materiel Sata ee Wem WUE Siar oc homework. Grammar Exercise 1 1 Advise students to read through the text quickly before filing in the gaps. 1 Students work individually and then compare their answers in pairs before checking answers as a class. “answers lives 2 work 3 are beginning 4 has grown 5 have become 6 cost 7-need Bare going 9 has not done 10 are now destroying 11 are going down 12 believe «= Students listen to the recording and undertine the words they hear. Tapescript and answers ‘Ife Zten 3sink clothes 5 dity S worse 7 van Bsank 9 mouth 10 bread 11 debt 12 sick 13 toes 16 dare 15 fought «= Students listen again and repeat the pairs of words. First, ask the whole class to repeat the pairs of words after the recording. Then, play the recording again and ask individuals to repeat them. 1 In turn the pairs say their sentences and write them ‘on the board for the rest ofthe class to say. Correct any serious pronunciation errors. Excise 6 1» Students work in pairs, using the Phonetic Chart in the Mini-dictionary to work out the proverb. gained, Exercise 2 t= Read aloud the rules of the ‘verb tennis’ game. Ask individual students to read aloud the sequence of sentences in the example. If you wish, give students time to look back in the module and note down verbs that can be used in both the Present Simple and the Present Continuous. « Divide the class into groups of two pairs. The groups play the game according to the rules. Monitor the game but do not interrupt. Make a note of any general problems to go over with the class afterwards. Exercise 3 ‘= When checking students’ answers, also check spelling of the adjectives. « Students discuss what the proverb means. Ask them why it s a good proverb for this ‘Adventure’ Module. Encourage students to suagest othe situations where the proverb could apply, e.g. entering a competition/exam, applying for a job, asking someone for a date, taking a business risk. heck Your Progress ‘Students look back at the Module Objectives and, in groups, ‘iscuss their answers to the questions. The groups then report back to the class and find out which activities most ‘of them enjoyed, which they had problems with and which grammar areas they need to practise more, Tell the class which activities you thought they did well and if you also felt they had problems with some of the activities. Tf there is time, students can repeat the activity they found ‘Answers 1 ambitious 2 challenging 3 comfortable 4 dangerous 5 disastrous 6 enjoyable 7 exhausted 8 txurious Exercise 4 1» Check students’ answers by asking individuals to read out the sentences. ‘Answers Tout 2actoss 3with 4 into Sup 6 up Pronunciation: Consonant Sounds © Exercise 5 1 Students look at the pars of words. Ask them to rehearse them privately, then ask individuals to say the pairs aloud. g ifficult and see if they have fewer problems this time. Give remedial grammar practice if necessary, using the ‘Language Powerbook and the exercises in the Students’ Book.2 Stoniee Exerdse 1 « Give students time to read the questions, look at the photos and discuss their answers in pairs. «= Students discuss their answers as a class, describing the people in the photos and saying what they know about the stories and the characters. If appropriate, introduce some of the Key Words. © Exercise 2 ‘= Complete the first answer (a) with the class. Students then work individually, matching the remaining information in the table. «= Play the recording for students to check their answers. [Answers ‘a Miguel de Cervantes; Spain; Sancho Panza, Don Quivote b Tolstoy; Russia; Anna Karenina, Vronsky € Emily Bronté; England, Cathy, Heathlitt | Tapescript Wal Pm stung Spanish tate nay spare tin ad | ioc my oor sors on ate ws wie by inet Covertes nd ws the fet novel ea ny Langage have rea in pa to ic, but Terres bs Enh Tv seen te, with sues in En of couse! tote a fntaste cater hes Toman an ther Cy He tavels ound sient centay Sain th servant Sache Poa, having adver Seo them are ely fry. expel he one when he acs se wil bese eth at tay oe | Seen wat he sot ut ht Tiny fru tony aa tne hast be Aiea Kren, the novel by Tolstoy. It's set in St Petersburg, Russia in the Piteeth ery Is ong ook, ait nine unde page T Cin, mst sesame pas ret oat, Dit stoi fants Teal love te man crc thats Aaa Shes ard to th ely land Brng man and then she meets Vronsky, this really good-looking man. I won't tell you any more. It's definitely a ‘must read’! 3 Personally, I think one of the best novels ever is Wuthering Heights, The story's set in the North of England in the nineteenth century and it was written by one of the Bronté Sisters" Ey. tesa cain of th hee Oberon nd Lrence Ovi el the sto about both tov an fate ot the tpl mari hovel, Neti on cxphon tn taken yo eon frasson es Ni ‘but he and the daughter, Cathy, fallin love. But Cathy marries. someone else and Heathcliff goes away. When he comes back a Oot wel pect te dete Day eal a ot iy Kinds of story: adventure, crime, detective, ghost, historical, horror, love, science fiction, spy, travel ‘Adjectives: boring, complicated, educational, exciting, fantastic, fascinating, funny, hilarious, imaginative, interesting, outstanding, romantic, scary ‘= Students read through the questions and the Key Words. Remind them to check the meaning and pronunciation of the Key words in the Mini-dictionary. Students may find ‘it helpful to think of an example or two of each type of story. «= Give students time to think of their answers to the questions. ‘= Students then work in pairs, taking turns to talk about ‘their answers to the questions, Monitor and check the use of the Key Words. «= Tf you wish, the class can vote for their favourite writer, ‘the best book and the best film or play.Modale 2 5 The Chase ‘KEY WORDS ‘Nouns: cab, laboratory, microscope, side, slippers, test tube, top hat Verbs: get out of, hold, look at, wave goodbye 1 Students read through and check the meaning of the Key Words in the Mini-dictionary. They then use the Key Words to describe what is happening in the pictures. Encourage students to guess where and when the story takes place. Exercise 2 «= Read through the Strategies with the class. Point out tat in order to fit in the missing paragraphs, students need to understand the gist of the story but are not ‘expected to understand every word. They should pay particular attention to linkers and reference words. ‘Students may find it helpful to revise the functions of ‘some common linking words, e.g. just then, suddenly, when, by this time. « Give students time to read through paragraphs 1-5. If you wish, read the first section of the story and complete the fist. gap (A) with the class, checking that students ‘are aware of the linkers (Just then, When) and reference ‘words (he, his wife, his visitor). «= Students then work individually, reading the rest of the story and fitting in the missing paragraphs. Students can compare answers in pairs before checking answers. ‘= When checking answers, ask students to explain the reasons for their choice of paragraphs. @ SKILLS Focu « Give students time to read the questions, refer back to the story and think about how to express their answers in their own words. «= Point out that there are different ways of expressing ead answer. Ask two or three students to answer each ‘question. answers 1 fe wanted to find out the cenit had got any choles acl. He planned to steal 2 told him abou the hore effects of cholera but said the bottled clea was sae in his laboratan. Because he realised the young man had stolen the bacteria test tube. 4 She thought prove that her husband was cas. when he ted to steady Hine in the ab He it because he rete be coulda cary ot Nis ‘viginal panto poison London's water supply he wanted to be the fist to die from cholera. 6 Because the anarchist had taken the wrong test tbe and ‘hat would happen was that he woul tur Bue. Open ‘rowers encourage stent to speculate about what happened tothe young man and how the story might continue.Vocabulary: Modifiers ‘Enercise 4 = Look at the first four items with the class for students to say if the modifying adverbs modify adjectives or adverbs. + Students then complete the exercise. When checking answers, point out that fast can be an adjective or an adverb, Answers All modify adjective, except 4 (vey violenty) and 9 (cxtremely fast). «= Students put the words in two groups: those that make words stronger and those that make them weaker. ‘Answers stronger: completely, very, absolutely, totally, extremely, realy, incredibly weaker: bit, rather, quite, not very pind "any serious pronunciation errs Exerise 5 ‘= Read through the explanation and examples with the class. Point out that the meaning of very strong adjectives like fantastic, excellent, fatal cannot be made any stronger. Exorise 6 «= Ask one of the students to read out the example sentences. Elicit two or three more sentences about things your students did last week, eg. food they ate, films they saw, places they visited, people they met. « Students write five sentences containing modifying ‘adverbs. Monitor and point out any errors to be conrected. «= Students form small groups and read each other's sentences. «= Fach student can then read out one of ther sentences to the class. Exercise 7 ‘= Read aloud the instructions. Explain that students get a point if the sentence is correct grammatically and if the content is correct. «= Ask three students to read aloud the example sentences. Elicit suggestions for the next sentence from the class. « Give students 30 seconds to read through the story. «= Students close their books. In groups, students retell the story, Monitor but do not interrupt fluency. «= Students then retell the story as a whole class. Help them to correct any serious errors. «= Students may like to look at the text again to check that. they have not omitted any important stage of the story.Motale 2 6 A Memory Objectives: ‘= To read an extract from an autobiography and choose ‘a suitable title for it ‘To practise using the Past Perfect and Past tenses. f= Totell a funny story. Grammar In this lesson, we present the Past Perfect tense used to talk about past events that happened before other past events that have already been mentioned in the ‘conversation or story. We try to teach the Past Perfect ‘n a way that makes students understand why and in ‘what contexts the Past Perfect is needed, rather than make them rely on adverbs lke after, as soon as and ‘before, which are often used with this tense. ‘tis worth noting that with after and before the Fast Perfect is often unnecessary because the linking word makes the sequence of activities obvious, and using the Past Perfect would only mean repeating the same ‘As soon as requires the use of a Perfect tense, in this lesson the Past Perfect (compare time clauses referring to the future when the Present Perfect fs a natural ‘Background Groucho Marx (1890-1977) was one of a family of ‘American comedians, known as The Marx Brothers (Groucho, Harpo, Chico and Zeppo). They appeared in ‘own arithmetic in this story, He has twenty cents for four tram tickets. However, after buying two tram tickets to get to the cinema and spending ten cents on candy, he still has enough money for one tram ticket to get home! Routes through the material > Short of time: give some of the exercises for homework, e.g. Exercises 2, 8 and 9. > Plenty of time: do the Options. > 2 classes for this lesson: break after Exercise 6. Before you stort Exercise 1 «Give students time to read the questions and think about one of their frst memories. If you wish, tell the class about one of your own memories, true or invented, eg. 1 remember when I was very young, I bought a bar of Chocolate for my mum's birthday. But I couldn’ wart to eat it and I gave her only haffo bar! I el realy guity. «= Students workin pairs, talking about ther First ‘memories. Monitor the activity and help with vocabulary if necessary. 1 Some ofthe students tell the class about ther earliest memories. GRAMMAR Focus Exercise 2 1» Ask students if they know anything about Groucho /'gravtfou/ Marx. Do they recognise the man in the Photograph? Have they seen any of his films? ‘= Read through the titles. Students read the extract fairly ‘quickly for gist understanding and to choose the best title, 1 Students could put forward a persuasive argument for ‘each title, although perhaps ‘My First Date’ is the most likely, time check the meaning of other words in the story. €.g. 0 variety show, tram, charming, (candy) vendor, Exercise 3 « Students work individually or and marking the sentences tn to correct the false sentences. pairs, reading the text or false. Remind students Answers ‘LF He waited for some time because he had to save up his. pocket money. 2 F— Lucy asked for some candy. 31 4 F- Groucho went home by tram. 5 T (We assume this is why she never spoke to him again.) Presentation Exercise 4 «= Give students time to study the table. Then work through’ it with the whole class. If you wish, write the table on ‘the board for students to see how the sentences are completed. “Answers Tsnowed eaten 3 hadn't hadnt 5 planned 6 saved Thad Exercise 5 «= Students work individually or in pairs, putting the activities in the correct order and identifying the tenses. Tf you wish, do the fist two activities with the class. ‘= When checking answers, ask students to read aloud the sentences in the story that refer to the activities a-h. “Answers 11d Past Perfect (I hadn't planned) 2 h Past Simple (L invited Lucy) 3¢ Past Perfect (It hod snowed) 4 g Past Simple (we took) 5b Fast Simple (I bought) 6 c Past Simple (Lucy ate) Ta Past Simple (Iwas) 8 f Past Simple (I realised I only had ‘enough money) Exercise 6 ‘= Students read the sentences and match them to the descriptions (a-c). “Answers 1c 2a 3b> PAST PERFECT Practice Exercise 7 «= Students look at the pictures and decide which sentence Short of time: shorten the discussion in Exercises 1 ‘and 2; give some of the exercises for homework, e.g. Exercises 10 and 11. > Plenty of time: do the Options. > 2 classes for this lesson: break after Exercise 6. Before you stort ‘= Read through the Key Words with the students and ask them if they can give an example of each type of film, ‘eg. Mickey Mouse cartoon film (Walt Disney). «= Students tell the class what kinds of films they like best. Exercise 2 « Give students time to read through the questions. If you wish, students can discuss their answers in pairs before discussing them as a class. Encourage students to give reasons for their answers to questions 2 and 3. Tell students the answers are in the next exercise. If some students know a lot about this film, the rest of the class can ask them questions about the actors and the story. g SkiLLs Focus © Exercise 3 « Give students time to look through the cinema information. «= Play the recording so students can complete the information. If necessary, play the recording twice. ‘Answers 123-217.30 316.00 41645 £6.75 6 £5.00 7£3.50 8 directed 9 staring 10 nine Tapescript This isa recorded message for the Picture House Cinema, Telford. Programme for November the twenty-third to November the thirtieth, The Fims showing at the moment are the following: Screen 1: Loe Actualy, at 12.30, 15.00, 17.30 ‘and 20.00; Screen 2: The Incredibles, at 14.00. 16.00 and 18.00; Seren 3: The Aviator, at 12.30, 14.45, 17.00 and 419.15. The price for all films is six pounds seventy-five, except late shows five pounds. Students and old age pensioners, three pounds fifty. Here is some information about the films showing atthe ‘moment. Love Actually is a romantic comedy, written and liected by Richard Cuts and starring, amongst others, Hugh Grant, Emma Thompson and Liam Neeson. The film is set ‘mainly in London six weeks before Christmas and there are nine different storylines ~ all about love and romance. ‘= In pairs, students write down the dates, film title and the times of another film of their choice, 1 In turn, the pais dictate their information to the class. Check answers after each pair have dictated their information. Exercise 4 KEY WORDS actor, actress, character, costumes, dialogues, musi part, photography, plot, scene, situation, special effects ‘= Students read the Key Words and check the meaning and) pronunciation in the Mini-Dictionary. Students say which words are similar in their language. ‘= Read through the questions with the class before students listen to the recording to find the answers. 1 Play the recording twice for students to answer the questions. «= After checking answers, ask students if they have seen Love Actually. If so, what did they think of the story the actors? ‘Answers 1 Christine 2 Malcolm 3 Christine 4 Malcolm 5 Christine 6 ChristineTapescript Malcolm: So, Christine, what dd you think ofthe film? CChlstines I thought it was absolutely brillant. And you? Malcolm: Mm, some of it was quite funny, I suppose. But the plat was nathing special, was it? My only favourite character nas that old rock singer. I thought he was just great. ‘Christine: Yeah, he was good. And the whole film was rally great, I thought: I mean, the dialogues were very clever. Especially the ones with the rock singer. Malcolm: Thats true, there were some good dialogues. But the plot was sil. Like the bit about the writer and the Portuguese maid who start falling in love with but can't understand each ‘thet. Or the one with the young kid who wants to go cut with that American gi. I thought that was awful! Christine: Oh, did you? Malcolm: Yeah, I did. And the whole thing about love got boring, Tt was terrible when they all meet by chance in the airport atthe end, And anyway there are lots of films about ‘ove’, aren't there? Thats not very original, isi? Christine: That's not the point, Malcolm. Some of the stores, vere really funny. For example, the one with the rime Minister who falls for his secretary. And I thought Emma Thompson was absolutly fantastic as the sister who was nearly breaking up with her husband. You know, she does that scene with her husband brilianty. She's just an amazing actress, dont you think? Malcolm: Yeah, I suppose so. But Hugh Grant. he always acts himself, doesnt he? dont know what people see in him. T think he's terble! Christine: Do you? Malcolm: Yes Ido. Christine: Come on! He was really good inthis one! And {920¢-oking too! Malcolm: Wel, I suppose he was quite good in one scene ~ when he went looking for her in that street Christine: Yeah, that was great, really funny Malcolm: So what scenes did you like best? Christine: I really loved the ones with Liam Neeson and his. son, It was o touching! You know, when. Beards 6 « Give students time to read through the Function File before they listen to the recording again. Encourage them to guess some of the missing words. ‘= Play the recording twice for students to fill in the gaps. ‘= Check students’ answers by asking individuals to read the sentences in the Function File aloud. ‘Answers And you? 2T suppose 3 was it 4 I thought 5 Especially 6 That's tue 7 Like 8 did you 9 is it 410 the point 11 For example 12 you think 13 suppose so 14 Come on! 15 I suppose «= Ask students which tense is used to express opinions about films (Past Simple). + Students find and read out words we use to give examples (Especial, Like, For example). Exercise 7 «= Do the first dialogue with the class. Students then work ‘individually or in pairs, completing the dialogues with ‘expressions from the Function File, «= Check students’ answers by asking pairs of students to read aloud the dialogues. “Answers ‘suppose so 2 did 3 thought, suppose 4 don't, suppose Exercise 8 ‘= Ask one of the students to read aloud the example sentences. « Give students time to look again at the Function File, the Key Words in Exercise 4 and the modifiers in Exercise 4 on page 23. «= Students work individually, writing five sentences giving their opinions about films and film stars. Monitor and point out any serious errors for students to correct. 1 Students read their sentences to the clas. They can see if they share the same opinions. Speaking Exercise 9 = Ask two students to read aloud the example dialogue. Elicit suggestions for how the conversation could continue. = In pairs, students choose two films they have both seen and discuss them, using some of the Key Words and ‘expressions from this lesson. Monitor but do not interrupt fluency. = If time, some of the pairs can tell the class about the films they have seen and ther opinions of them. Vocabulary: Multi-part Verbs (2) Exercise 10 ‘= Students may find it helpful to listen to the recording from Exercise 5 again and hear the multi-part verbs being used in context. 1» Students do the exercise working individually. They can Compare answers in pairs before checking answers as a class. “Answers 1b 2a 3b 4a 5a Exercise 11 «= Students write two or three real or imaginary sentences using the multi-part verbs in Exercise 10, Monitor and check that students use the multi-part verbs correctly. 1 In pairs or small groups, students read each others sentences and say if they think each sentence is true or false. QUOTE... UNQOOTE = Read the quote with the class and ask them what sort of ‘ull bits’ of life are left out of drama, e.g. daily routines such as getting up, going to work/school, shopping, catching a bus. gModile 2 8 Communication Workshops Objectives: ‘= To use strategies for listening for important words. «= To use strategies for deating with mistakes while ‘speaking English. = To practise telting a film plot. ‘= To match the paragraphs of a story with headings. ‘= To write an adventure story. «= To practise using narrative linking words. Resources used Cassette/CD, Writing Help 2. ‘Troubleshooting If some students find it difficult to create a story that needs a certain degree of imagination, they may find it helpful to work in pairs to write the adventure story. oe ‘The film Mississippi Burning (1988) was based on the ‘murder of three young civil rights activists by the racist {and white supremacist) group, the Ku Klux Klan, in 11964 in Neshoba County, USA. It was directed by Alan Parker and stars Gene Hackman, Willem Dafoe and Frances McDormand. ‘Routes through the material > Short of time: give some of the for sien Writing Workshop > Plenty of time: do the Options. > 2 classes for ths lesson: break after Speaking Talkback. Listening Belore you stat Exercise 1 s Read through 1-4 with the dass Students use the Mini dictionary to check the meaning of the words. ‘® Students then look at the photos. In pairs, students say who they can see in the photos and then discuss their Snswers a5 2 whole class. ‘Answers ‘AX Klux Klan B FBI agents. C the civil rights movement Exercise 2 «= Read through the Strategies with the class and check that students understand the term stressed words, as ‘opposed to stressed syllables within a word. ‘= Ask students to look at the sentence in the Strategies box and decide which words are important (I saw o great film (ast night on telly). Elicit what sort of words are usually important, e.g. nouns, verbs, adjectives. Ask ‘individual students to say the sentence, stressing the ‘important words. Point out that there are different ways ‘of emphasising certain words in the sentence depending ‘on the context. «= Give students time to read through the questions and. multiple-choice answers in Exercise 3 and to underline ‘important words. Students can unfamiliar words in the Mi A Film Plot QO) Beerdise 3 «= Play the recording twice for students to answer the questions, using the Strategies. a f= Asa class, students discuss whether they would like to see the film or not, giving reasons. “Answers 1b 2b 3¢ 4a Sc 6a 7b Bc Tapescrpt Helen: Hey Dan, I saw a great film lastnight on telly. Dan: Yeah. What was it? Helen: Weil t's quite an old film but is really brillant. 1s Called Wisisipi Burning. Dan: Oh? What's it about? ‘len: I takes place in the South ofthe USA in the early 605. = in Mississippi. Dan: Is it about the Ku Klux Klan? Helen: Yeah You see, the civil rights movement was tying to ‘get equal rights for black people. But the Ku Klux Klan was Laying to stop them and fighten the black population. Dan: Right. My dad was talking about it. o what happens? Helen: Wel it starts witha scene at night. These three young ivi rights activists ae diving along. Then they get stopped by the police and they ae ke, Dan: By the police? Helen: Yea, the local police. After that, these two FBI men ‘are sent to investigate, One isa young college boy from the North = thats Wiliam Dafoe. The others an older guy from the South - Gene Hackman. He's biliant. Dan: Hm, he's a great actor. Helen: Well, the town sheriff and the deputies give the FBI ‘guys no help at all. But then they find the young activists’ car {and they know it’s murder Dan: Wow ~ and what happens after that? Helen: After that, the Ku Klux Klan try to frighten the black population. They don't want them to talk. So they attack their church and bur it. Is rally horrible Dan: Yeah I can imagine, Sounds tebe! Helen: But the older guy. Gene Hackman, speaks tothe wife of one ofthe deputies. That's Frances MacDormand. She doesn tke the Ku Klux Klan 50 she gives information to the FBI about it. Dan: That's prety brave thing to do. Helen: Min. And inthe end, the information she gives them helps them find out all the people who are inthe Ku Klux flan ‘and win did the murder. Her husband is one of them. They them all and they get sent to prison. Dan: Right. Oh good! Helen: At one point you think that Frances MacDormand is going to go away with Gene Hackman, but she ends up Staying inthe town. Dan: Sounds interesting. Nalen: I thnk i's one ofthe best fs I've evr seen. The acting is briliant andi’ really exciting. Dan: Mm, Td ik to see it.‘Before you stort Exercise 1 1 Before reading the Strategies, ask students what they do if they think they have made a mistake when speaking English. Do they always know if they have made a mistake? Do they correct themselves? Do they carry on speaking? Exercise 2 «= Read through the Strategies with the class. Tell students to try and use these Strategies, if necessary, in the speaking activities they do. ‘eling «Film Plt Stage 1 + Read through the points withthe cass. «= Students write notes about the plot of a film they have seen recently. Help with vocabulary where necessary. ‘Stage 2 ‘= Read aloud the example sentences. Draw students’ attention to the use of the Present Simple and the Present Continuous. + Students work in pairs, telling each other about the plot of their film and using the Strategies, if necessary, to deal with mistakes. Monitor the activity and make a note ‘& any general mistakes that the majority of students are ‘making. 1» As 2 class, students discuss the most common mistakes they were aware of during their speaking activity. Encourage them to correct the mistakes themselves. If necessary, do some remedial work with the whole class at a later stage. Tlkbock + Students say which film their partner chose, then the class votes for the best film. ‘Writing Before you stort Exercise 1 «= ead through the headings withthe class and ask students to guess the order of them. + Students read the story quickly to match the paragraphs 2d the headings. — setting the scene 8 what happened to star with Esereioping the story D ending to the story See? “= tine, read through Writing Help 2 on page 140 with fe cass. “= Avice students to read through the story fist before ‘Sey start completing it with the linking words. Students ‘= compare answers in pairs before checking answers as acess, “= Deck answers by asking individuals to read aloud the seences. — before 2 by the time 3 when 4 Just then 5 later Suddenly 7.After 8 Luckily 9 Immediately 10 Somehow SSAct! 12 Inthe end 13 While ‘A Adventure Story Sioge 1 «Read through the instructions and the separate points with the class. Elicit suggestions for different plots to help students with ideas. 1» Students make notes about the story. Some students may find it helpful to work in pairs for this stage of the activity. Monitor and help with vocabulary if necessary. Sioge 2 « Students write their stories in four paragraphs, using linking words and then check the stories for mistakes. If you wish, students can work in pairs and help each other with the corrections. Monitor and point out any remaining serious errors for students to correct. Talkback 1 Students work in small groups, reading each others stories and deciding which story they like best. = The class then votes for the best story.Language Problem Solving 2 Exercise 1 1 Students read the text quickly to answer the question. ‘Answer his mother Exercise 2 «= Students read the text again and complete the table. ‘= Check students’ answers by asking individuals to read ‘aloud the sentences. “Answers used to 2would 3 use to 4wouldn't 5 use to 6 Would 1» Students read out more examples of used to and would from the text and answer the question. ‘Answer People di these thing regularly. Exordse 3 1» Students work in pairs, reading the sentences and ‘working out which verbs cannot follow would (state verbs). ‘= Students can check back in the text to confirm that ‘verbs following would are activity verbs. '= Check students’ answers by asking individuals to read the sentences aloud. “Answers ‘used to 2usedto/would 3 used to 4 would (the word order with used to is we avays used to sit) 5 used to/would Gididt use to 7 used to 8 would/used to Exercise 5 ‘= Read the example sentences about ‘a millionaire who has lost all her money’ with the class. Encourage students to suggest more sentences for this person. «= Students write two or three sentences for each of the ‘other people. Remind students to use both positive and negative sentences. Monitor the writing. «= Students then work in small groups, reading each other's sentences and seeing how many different ideas they had. @ used to and would Riantarh eqametor oni lamere) Exercise 6 t= Students look at the two pictures and read the example sentences, Elicit a description of each picture separately to check that students have sufficient vocabulary to ‘compare them. «= Students then work individually or in pairs, writing sentences about the pictures using used to and would. Monitor the writing. s= Each student reads a sentence to the class. The class can see how many different sentences they have made. partner.Culture Corner 2 ‘REY WORDS: Cure Werbs: arrest, get away, rob, shoot, steal ‘Nouns: gang, outlaw, victims Adjective: wanted s= Ask students if they know anything about Jesse /'dsesi/ James. Encourage them to say what they know and to ‘cok at the photos and guess what sort swhere and when he lived and what he did in his life. ‘= Students read the text about Jesse James. Tell them not ‘© worry about understanding every word at this stage. ‘= Read through the Key Words with the class. Students find ‘he Key Words in the text and guess the meaning. ‘Students then use the Mini-dictionary to check the meaning. Exerise 2 ‘= Read aloud the instruction. Ask students why the word ‘ber isin speech marks (because Jesse James was a ‘cial and so was not atypical ‘hero’. Read through ‘he reasons (a-f) with the class and check vocabulary. ‘Students then read the text again and choose reasons ‘why they think Jesse James became a ‘hero’ in Missouri. s= When checking answers, ask students to refer back to the ‘text and give reasons for their answers. ‘Sepgested answers eedf Exar 3 ‘= Students work individually or in pairs, reading the song ‘and checking new words in the Mini-ditionary. ‘= Students may like to guess the correct order of the verses ‘sefore they listen to the recording. ‘= Play the recording once for students to put the verses (A-£) in the correct order. If necessary, play the secording again, Answers © A (Chorus) EB (Chorus) D (Chorus twice) Eau 4 ‘= ead the example with the class. Ask students to find the swords in the song that give this information (verse D: For he ate ... in his grave). Ask students to look at the seg and find more new information about the murder of Jesse James (e.g. It was a Saturday night. He was at ‘ome with his wife and three children). ‘= Students workin pairs, reading the words of the song ‘2refully and making a note of new information about Jesse James and the verses that contain the information. ‘= Students feed back to the class and see how much new ‘formation they have about Jesse James, Exercise 5 1 Students work in small groups, discussing what they think the sentence means. 1» The groups exchange ideas as a whole class and see how ‘much general agreement there is. ‘Suggested answer { hand refers to his skill at shooting with a gun: a heart refers to his kindness to the poor; a brain refers to his intelligence and ability to plan successful robberies. Exercise 6 ‘= Elicit from the class the names of famous outlaws in their ‘country. Encourage students to pool what they know about each of the outlaws.Review 2 Objectives 1» To check and consolidate grammar studied in this ‘module: Past Simple, Past Continuous and Past Perfect; would and used to, 1» To revise multi-part verbs. ‘= To revise modifiers and adjectives. «= To practise pronunciation of contractions. ee ee ee Resource used Cassette/(0. Routes through the material > Short of time: give some of the Review exercises for homework. Grammar Exercise 1 1» Ask students to look at the picture and describe what is happening. Can students explain why the cow is flying? ‘= Students complete the text and see if their explanations. for the flying cow were correct. Pronunciation: Contractions ) Exercise 2 @ Students listen to the recording and check their answers. “Answers ‘was sailing 2 was raining 3 didnt feel 4 hadn't had S hadnt caught 6 heard. 7 was flying B hit 9 destroyed 10 got back 11 didit believe 12 showed 13 had told 14 was flying _15'd gone 16 had thrown «= Students listen again and write down the contractions they hear. feel, hadnt had, hadn't caught, did't believe, 1 After checking answers, students can practise reading the story aloud and using the contractions. QO) eerdse 3 «Students listen to the six sentences containing the contraction ‘d. After playing each sentence, pause the recording and ask students ifthe contraction replaces would or had. Exercise 4 «= Students read the notes about two famous people and write sentences using would, used to or the Past Simple. ‘Suggested answers (Wote: the sentences with would could also be used with used to) ‘She used to live ina pink house. Her rooms were painted pink. ‘She had pink furniture. She would always wear pink clothes. ‘She would drive everywhere in a pink cr. She would take her og for walks ~ the dog was pink too. ‘Alfed Hitchcock would always have small parts in his own ‘lms. He didn’t speak but appeared in some part of the Film. Sometimes he would be a man standing on a street corner. At other times, he would sit ona train or bus. In one film he appeared in a newspaper advertisement for losing weight. Vocabulary Exercise 5 = Advise students to read through the text quickly before they start completing the multi-part verbs. 1 Check anwers by tog Hlvduals to read‘alod the sonenet ‘Answers ‘for 2in (love) with 3 out with 4 in Exercise 6 = Read through the instructions and the titles of the stories with the class. Elicit more modifiers and adjectives from the students. « Give students time to look back at the stories and think about their evaluation of them. «= Students then discuss each story in tur, giving their opinion of the story. Pronunciation: Vowel Sounds (1) O) Exercise 7 «= Say the example words forthe two sounds and ask students to repeat them. Go through the example answer. « Students workin pairs, putting the sounds in the ‘regular verbs into two groups. 1» Students listen to the recording and check their answers. «= Students listen again and repeat the words. “Answers ‘Group 1: broke, chose, drove, rode, spoke, told, woke, wrote Group 2: bought, caught, sam, taught, thought, wore 1» After students have checked their answers, play the Exercise 8 recording again for them to listen and repeat the «= Students work in pairs, working out the words in the sentences. proverb. ‘Answers ‘answer would 2had 3 would Shad Shad 6 would There is no smoke without fire. Tapescript 1 When T was young, 14 walk to school with my older brother. 2 I went swimming after I finished my homework. 3 What you do if you saw a cow fying down from the sky? 4 She'd never been there before and she got lost. '5 When T came to this town, years ago, 'd never tived near the coast. {6 She'd always look at you strangely when you asked her 2 question. “« «= Students discuss the meaning of the proverb (If you hear ‘2 rumour, there is probably some truth in it) and whether they have a similar proverb in their language. ‘Check Your Progress 1 Students look back at the Module Objectives. In groups, students discuss the answers to the three questions. 1» The groups can then report back to the whole class and see if there is general agreement about the answers.3 Travel KEY WORDS: Tear | Verbs: go on foot; go by bus/train/plane; go on a | bus/train/ship/car/tram; go in alorry/taxi/car ‘Types: balloon, ferry, helicopter, hovercraft, lor, ship, | the underground, van, yacht | People: commuter, cyclist, lory driver, motorist, motorcyclist, passenger, pedestrian «= Students use the Mini-dictionary to check the meaning of the Key Word. Check students’ pronunciation of the Key Words. + Students look atthe photos and use the Key Words to ‘identify the types of transport (helicopter, yacht, motoreylist, hovercraft, balloon). ‘Exercise 2, ‘= Read through the instructions. Say an example sentence for each situation and point out the verb forms used, ‘ve been on a motorbike a couple of times. It was great! I get the bus to school every day. I'd like to go ‘on a yacht. Point out the verb forms used in the Sentences. Give students time to think of their own sentences. + Students workin pars, saying their sentences. Monitor and check the verb forms and use of the Key Words. Beerdse 3 «= Play the recording twice for students to identify the five ‘people in the Key Words in Exercise 1. ‘Answers ‘lony driver 2 pedestrian 3 cyclist 4 motorist 5 commuter 1 Well, T usually start work at about six in the morning. ort usually do long distances - the furthest I drive fs about 1 very stressful. know what I mean? Driving ‘all day, And the traffic really bad nowadays, much worse than when T stated, Traffic jams everywhere... || 2 Look at them: Cars parked everywhere. Crossing the road is really dangerous nowadays. People drive so fast. I was going across the tad the other day with my grandson and suddenly this big Lorry came along and nearly hit us. And the pollution, 2 hal ty Tm nado days it stu ve say Tm mad, ‘cos tose {going on my bike and actually its much quicker than the bus for even a car because the traffc's so bad these days. And it keeps me fit, doesnt it? ‘4 Tow Tuse it too much but the public transport is terble | where T live. We live out of town, you know, and I need to get in the car to go shopping, to go to work, to take the kids to school. 5 I try to get the 7.25 so I have to get up early and walk to the station. The problem is that the trains are so unreliable £ these days. They'e often late or cancelled. But I suppose it's better than driving At least I can read the newspaper on my ay to wok By the tine et fin London Tve read most of ~ after the ffth speaker, ask: How does the speaker ‘get to the station? What are the problems with the ‘trains? What does he do during the journey? Exercise 4 1» Students use the Mini-dictionary to check the differences {in meaning of the words. Ask students how they would, translate the words into their L1. «= Students work individually, completing the sentences. ‘= Check students’ answers by asking individuals to read aloud the sentences. “Answers travel 2 flight 3 trip 4 drive 5 journeyModule 8 9 Problems ‘KEY WORDS: Transrorr Prowtcns accidents, air pollution, dangerous driving, delays, lack ‘of motorways, narrow roads, overcrowding, queues, roadworks, ticket prices, traffic jams ‘= Read through the Key Words with the students. Give them ‘time to check the meaning and pronunciation in the Mini-dictionary. Ask individuals to say the words so that you can check pronunciation and word stress. «= In small groups, students discuss the questions using the Key Words. Monitor and help with extra vocabulary if necessary. 1» The groups feed back to the class and see how much general agreement there is. Reading Exorise 2 ‘= Read aloud the instructions. Explain that Bill Bryson (orason/ may have had several problems but students are asked to list two of them. Give students atime limit of 45 seconds to read the text quickly and list two problems. 1 Check students’ answers and see how many different problems they found. After checking answers, ask students if they or people they know use different names ‘on their passports or other documents, @ Skitts Focus- “Answers ‘Any two of these problems: he missed breakfast; he couldn't get a cab; he had problems cashing his travellers cheques; ‘there was a problem with his name on the reservation list at the station. Exercise 3 «= Read through the Strategies with the class. « Give students time to read the sentences (ag). Ask ‘students to find the first gap in the text. Work through the Strategies with the class to find the sentence that fits the first gap. 1 Students complete the exercise, working individually. They can compare answers in pairs before checking answers as a class. ‘= When checking answers, ask individual students to read aloud the sentence before the missing sentence, the missing sentence and the sentence after it. “Answers ib 2 3a 44 59 6c Erercise 4 1 Students work individually or in pars, reading the text and answering the questions. Remind them to check the meaning of vocabulary in the Mini-dictionary. Monitor and help if necessary. ‘= When checking answers, ask students to refer back to the text to support their answers, when necessary. i 1 to see the Norther Lights 2 Because he couldn't find a ‘ab. 3 Because the name on his passport wasn't the same as, the name on the travelle’s cheques. 4 Because the next bus was the next week. 5 He wanted the gil to give him a ticket forthe bus. 6 He asked if he could have Bernt Bjorson's seat if he did't arive. 7 He felt desperate/He was panicking while he was talking to the git (This isn't happening to me). He was relieved after he left the ticket counter (Why don't think ofthese things inthe first place). oe . “Yaar aha) oeTravel ‘= Read through the instructions on the role cards with the class and check that students understand the situations. Tell students that in each situation both people are polite. «= Give the pairs time to look back at the conversation in ‘the text and think about what they are going to say in ach situation. «= In pairs, students act out the conversations, taking tums to play each role. Monitor but do not interrupt students’ fiuency. Make a note of any general problems to go over with the class afterwards. «= Some of the pairs can act out one of the situations for the class. + Encourage students to evaluate the activity. Ask: Which role did you find easiest/most dificult? Did you have any ‘language problems? Which words and phrases were most useful? Vocabulary: Collocation ‘Exercise 6 ‘= Read through the example and the two lists of words with the class. « First, students match the words from the text. When checking answers, point out that both make and have can go with reservation. “Answers id 2a 3f 4b 5c 6¢ «= Students then work in pairs, using the Mini-dictionary to find the verbs and nouns that often go together. ‘answers | 2m hve ae — mo: ch - malt fc | 3 suggestion ~ make; time ~ make/have/s eepales ania se «Students work individually or in pais, writing five sentences using some of the expressions from Exercise 6. Nonitor and point out any errors for students to correct. + Each student then chooses one oftheir sentences to read aloud to the class.Modile 8 10 Fear of Flying ‘Objectives = To talk about air travel. ‘= To match questions and answers. ‘= To practise using the Present Perfect Simple and Continuous. Grammar In this lesson we present the difference between the Present Perfect Simple (used for single finished events ‘somehow relevant for the present) and the Present Perfect Continuous (used for activities which may have ‘not been finished and/or have been prolonged or repeated). ‘Troubleshooting: A tricky concept often used when ‘teaching the two tenses is ‘result’ as both tenses can ‘be used when results come into play. However, the Present Perfect Simple is used more to talk about ‘intended results of actions or achievements (I've had lunch - Tm not hungry; Ive read The Times’ -> I know ‘the news), while the Present Perfect Continuous is often used to explain side-effects of activities, when the focus is on the activity itself (She’s been eating chocolate > She's dirty or sick). eee > Short of time: shorten the discussion in Exercise 1; give some of the exercises for homework, e.g. Exercises 3, 5 and 10. > Plenty of time: do the Options. > 2 classes for this lesson: break after Exercise 6. Before you stort ‘Exercise 1 «= Students work in groups of three to four, looking at the photo and answering the questions. 1 Students then discuss their answers as @ whole class. Exercise 2 KEY WORDS: Ain Tava aisle, emergency exit, flight attendant, food tray, life Jacket, overhead locker, oxygen mask, pilot, seat belt. «= Give students time to read through the Key Words and ‘check the meaning and pronunciation in the Mini- dictionary. «= Students say which of the Key Words are related to safety. Check pronunciation and word stress in the Key Words. ‘Answers emergency exit, life jacket, oxygen mask, seat bet Exerise 3 «= Explain that a pilot is answering questions from magazine readers who are nervous about flyin. Read through the ‘instructions and point out that there is an extra answer. 1» Students work individually, reading and matching the questions and answers. Reassure students that they do not have to understand every word in the texts at this stage. Students can compare answers in pars before checking answers asa class. ‘Answers 1D 2 3A @ GRAMMAR Focus- ‘want to smoke?) With the class, build up the reader's letter on the board. ‘= Ask students if they think the answers to the other problems are good. Do they agree with the answers? Would they give different answers? Presentation Exercise 4 «= Ask three students to be the flight attendant, man and boy and read aloud the sentences in the cartoon. ‘= Students then complete the sentences in Exercise 4 ‘Answers 4 playing 2 been 3 haven't Exercise 5 t= Students can refer back to the texts as they complete the sentences with the correct forms of the tenses. * Check students’ answers by asking individuals to read aloud the sentences. ‘Answers 1 has been telling 2 have been doing 3 have been fying ‘has found 5 have done 6 have flown Exercise 6 = Read aloud the instructions and the questions (a-c). Give students time to read the sentences in Exercises 4 and 5 and to answer the questions. «= Students discuss the answer to each question as a whole class, referring to sentences in Exercises 4 and § to support their answers. ‘Answers a Present Perfect Simple _b Present Perfect Continuous Present Perfect Continuous Exercise 7 «= You may wish to revise how the negative and questions are formed in the Present Perfect Continuous before students do the exercise. «= Tell students to write short verb forms in their answers if they wish (e.g. he's been ...-ing instead of he has been ing). ‘= Check answers by asking individuals to read aloud the sentences. ‘Answers {Have you been driving 2s been cycting 3 hasnt been driving "4 Has he been selling 5 ‘ve been sittingTravel — PRESENT PERFECT SIMPLE AND CONTINUOUS Exercise 8 «= Read through the example sentences with the students, ‘= Do the second item with the class and elicit more ‘explanations from the students. «= Students then work individually or in pairs, completing the exercise. Monitor and help students correct any ‘erors. ‘= When checking answers, encourage students to give their ‘own explanations. [Answers 2 He's been looking fora ring. 3 She's been playing tennis. 2 A group of young people are leaving their friend's ‘house. It’s midnight. What do you think theyve been doing all evening? +3 Your brother's been in his bedroom all afternoon. ‘What do you think he’s been doing? Exercise 9 = Divide the class into A/B pairs. Student A turns to 129. Student 8 turns to page 130. Ask one pair of students to read aloud the example question and answer. = Give students time to read their cues and check vocabulary. + Students then workin pats, using the information on their cue cards to ask and answer questions. Monto, paying particular attention to the verb forms. + Check answers by asking pairs to act out the dialogues. Exercise 10 ‘= Students work in pairs, reading the situation and discussing which is the more appropriate sentence. 1 Check answers by asking pairs of students to read out the situation and sentence a or b. Answers ia 2b 3a Exercise 11 «= Advise students to read through the interview for general understanding before they start completing it with the verbs. «= Students work individually, completing the interview. 1» Check answers by asking individuals to read aloud the sentences. «= After checking answers, students can work in pa practising reading the interview aloud. Monitor and correct any serious pronunciation errors. Answers ‘has just been 2 have been waiting 3 Have you been switing. "ve been travelling 5 have you been 6 haven't been’ 7 haven't visited & ve been collecting 9've never ‘been 10 Have you met. 11 ve been living 12 ‘ve made 13 have helped 14 ve been planning 15 havent started 436 ve been thinking Exercise 12 «= Read aloud the instructions and the example sentences. «= Elicit suggestions of things that students started doing in the past and haven't yet finished, e.g. learning how to cook/play golf, painting my bedroom, collecting foreign coins. Elicit one or two pairs of sentences and write them on the board, e.g.: TTve been collecting foreign coins for thee years. I've got 63 50 far. TTve been leaming how to cook for some time. I've made pizza, pasta and omelette so for. 1 Students work individually, writing their sentences. Monitor and help where necessary. 1 In tum, students tell the class what they have been doing and what they have achieved.Metals 11 On the Move Objectives ‘= To practise using the vocabulary of travel. 1 To practise listening to airport announcements for specific information. To listeni to match To practise using tering strategies ‘= To practise using emphatic stress in sentences. 1 To practise using multi-part verbs. 1 To act out travel situations. ‘usually cheaper than trains. There are many different ‘train companies offering inter-city routes and prices an > Short of time: shorten the discussion in Exercise 1; ah some eerces for homework, eg. Erecses 2 2 > Plenty of time: do the Options. > 2 classes for this lesson: break after Exercise 5. Before you start Exercise 1 « Students look atthe photo. Elicit answers to question 1 from the class. If appropriate, use the photo to introduce some ofthe Key Words for Exercise 2, 1 In groups of three or four, students answer the remaining questions. 1 The groups report back tothe class, e.. Two of us have ‘been abroad. [Maria] went to England and [Teresa] went to Spain. Exercise 2 KEY WORDS: Tear baggage (luggage), boarding card, carriage, check-in, customs, flight, gate, information desk, passenger, passport control, platform, seat, ticket, ticket collector, trolley «= Students work in pairs, checking the meaning of the Key Words in the Mini-dictionary and putting them into the correct column in the table. “| Skitts Focus- * Check students’ answers by asking them to read out the words in each column so you can also check pronunciation. “Answers ‘Aeroplanes/Airports: check-in, customs, flight, gate, passport control Trans/Statons: platform, ticket collector Both: information desk, passenger, seat, ticket, trolley O Exercise 3 1 Give students time to read through the information and see what needs to be filled 1 Students listen to the recording once and see how much information they can fill in. If necessary, play the recording again before checking answers. “Answers Flight Destination ate AF 2146 oteame 2 BA 1462 Budapest 6 01473 London 23 1B 3418 Barcelona B 101598 Istanbul 8 04 1967 Zurich 9 Tapescript See page 145 1 When students have checked their answers, they can work ‘in pairs, taking tums to read out each tne, e.g. Fight AF 2146 to Ottawa departs from Gate 12. © Exercise 4 1 Read through the Strategies withthe class. Ask them to think of other situations and the sort of language they would expect to hear, e.g. ata bus station, in a restaurant, ina classroom, in a hospital. + Students then listen to the dialogues and use the Strategies to match the information (a-f) with them. Check answers with the whole class. ‘Answers az b3 ci d3 e1 f2 «= Play the recording again. Students listen and match the speakers with the moods. When checking answers, ask students to give reasons for their answers. ‘Answers Woman 2 bMan2 Woman 3 dMan 3 e Mani Woman 1 Tapescript 1 Woman: Hello. I tike a ticket to Newcastle, please. Manz Single or return, madam? Man: Smoking or non-smoking? Woman: Non-smoking, please. Man: Thatll be twenty-three pounds, please. Woman: Oh do I? Manz That's right madam. Get off at York and get on the 12.45 from London to Newcastie. But you'd better be quick. Tt goes off in three minutes. Woman: Oh realy? What platform does it go from? Man: Number 6, over there. Woman: Thanks very much.Travel 2 Woman: Good morning, sit. an: Can I check in here? ‘Woman: Yes you can. How much luggage have you got i? ‘Man: Te just got one case to checkin and 2 laptop for hand Sangage. That’ OF, isnt ‘Woman: of course. Did you pack your case yourself si? | Man: Yes, Tdi. ‘Woman: And could Isee your passport, lease? Great, thas fine. Man: The plane's going to take off lat, isnt i? ‘Woman: Yes si, but its only fifteen minates lat. Here i your eardng card. Go through passport control now. it. goes from cate number twenty-one. Han: OK. Thank you. Woman: Not at all sit. 3 Man: Excuse me? Ae you sue this is your seat? Woman: Yes, ofcourse 1am. Completely. Number tity ive. Man: But. eI think my wife has got that number. Woman: Are you sure? Man: Yes, Tam. Is here. Woman: Wel, you should ask the flghtatendant about it before the plane takes off: Tell students thatthe woman is polite inthis SCRE a we prin cv Sag it ‘check my ‘attendant. Pairs ‘students can then practise the polite version of the conversation. OD Exercise 5 «= Give students time to read through the dialogues and guess the missing words. + Then play the recording for students to complete the dialogues and check their guesses. ‘Answers ‘a ticket to 2 retum 3 Smoking 4 twenty-three 5 1.45, 612.45 7 three 8 platform 9 six 10 one case 11 passport 12 fifteen 13 passport control O Beards 6 « Give students time to read through the three sentences and the meanings. Read each sentence aloud for students to repeat ater you. ‘= Ask individual students to say one of the sentences (1-3). The rest of the class listen and say if it is Sentence 1, 2 oF 3. '» Give students time to read through the three situations and the meanings. Then play the recording for students to choose the correct meaning. + Check students’ answers by playing the recording again, ‘pausing after each sentence. Te 2b 3b Tapescript 1 Eric wants to go to Rome by train. 2 Td bike a single ticket for a moxning train in a non-smoking compartment. 13 Arman told me to go to gate number two at three o'clock. Vecclary ior Vs) oe aeena | through all the definitions (1-8) them with the verbs in the Lopes off 2 get on 3 get off 4 take off 5 go from 6 go through 7 get to 8 checkin «= Explain that students are going to prepare and act out ‘wo roleplays, one at a station and the other at an airport. Divide the class into A/B pairs. Student A turns to page 129. Student B turns to page 130. « Give students time to reed their role cards, check that they understand the vocabulary and look at the expressions in the Function File again. 1» Students may find it helpful to work through one roleplay as a whole class. They can then work in pairs, doing both roleplays. Monitor the activity but do not interrupt students’ fluency. Go over any general language problems with the class afterwards. ‘= Some pairs can do their roleplay forthe clas. Exercise 9 1 Students work individually, making notes about the flight they were on, what they have lost and the contents of their luggage, ‘= Demonstrate the activity with one ofthe students. Take the part ofthe lost luggage assistant yourself and ask ‘detailed questions about the flight and the lost item. 1 Students work in airs, taking turns to act out the situation at the lost luggage counter. Monitor but do not ‘nterupt students’ fluency. ‘= Some pairs can do ther dialogue for the class. ‘QUOTE... UNQUOTE 1 Read the quote to the class and ask why you travel ‘slower if you travel with other people. 1 Ask students if they prefer to do the following things alone or with someone else: going on holiday, shopping for clothes, visiting a museum, going to the cinema, listening to music, cooking, doing homework, watching a : ©Modile 3 12 Communication Workshops KEY WORDS accident, after-sun cream, a cold, a headache, mugging, museum, path, pedestrian crossing, sore throat, sunburn, tablets, theft, traffic lights, tube station, upset stomach 1» Ask students to look at the photos and say what they think is happening in each situation. « Give students time to read through the Key Words and eck the meaning and pronunciation in the Mini- dictionary. «= Students then work in pairs or small groups, discussing which Key Words they might use in each situation. Tourist Problems O Exercise 2 «= Read aloud the words (a-c). Play the recording of the fist dialogue as students look at the example answer. Continue playing the recording for students to match the remaining words with the tourists. = When checking answers, encourage students to give reasons for their answers, e.g. the speake’s intonation, use of language. Tourist 2.¢ Tourist 3a @ Man: Good morning. Well not so good, really. I lke to report a theft. Woman: Just a moment. What exactly was stolen? Manz My bag. It had my passport, mobile phone, travellers cheques, you name it, ‘Woman: Where and when di this happen? Man: Right outside the tube station. Tt happened about three blocks away. Tve been looking fora police officer for about half an hou! Woman: Right, sir, did you see who took it? ‘Man: Wel, I saw his back, running away! Ital happened so fast, you know. He was wearing a black woolly hat, jeans and trainers. Woman: Okay, sit, Il get an officer to see you and take a statement. 2 Man: Yes, can I help you? Woman: Hello. Can you give me something for an upset stomach, please? Tm on holiday, and I think it’s the change of water. ‘Man: Yes, e, these tablets should settle your stomach. You just take one tablet a day for three days. Woman: Just one a day. Man: Yes, and if you still feel bad, you should see a doctor. Woman: Thank you very much. Man: Anything else? Woman: Yes, can you give me something for sunburn? My title boy was out inthe park all day yesterday. ‘Man: This after-sun cream is good. But you should always put ‘on some cream before you go out in the sun as well ‘Woman: Yes, I know, But we didnt have any Tl take some of that, too. Man: Anything else? ‘Woman: No, thats al, thank you. Man: Okay, that be 3 Man: Excuse me? Tim trying to get to the Science Museum. ‘Woman: The Science Museum. Right, you arent far away, love. Now let me see, go along this path through the park. You'll See Kensington Palace on your right. Keep going until you get toa gate, Tun left on to Kensington Road. Go straight down this road, past the Royal Albert Hall, and take the first right atthe trafic ight. Manz First ight, okay. Woman: You go down that road until you come to a tube station, and the museum is just on the right. I¢s opposite the Victoria and Albert Museum, you can’t miss it. Manz Olay, so it's straight along here, go out of the park and, turn let, past the Albert Hall, and then First right, Thanks 2 lot. Woman: Youre welcome. ‘Man: Oh, one more thing. Do you know if there isa reduced price fr students? Woman: Well. love, I think its free nowadays. Man: Great. Thanks again, bye © Exercise 3 «= Give students time to read through the sentences for each dialogue before you play the recording again. 1 Play the recording, twice if necessary, for students to listen and complete the information. «= Check answers by asking individuals to read aloud the sentences. “Answers ‘La mabile phone 2 tube station 3 jeans, trainers ‘4an upset stomach 5 tablets 6 three days 7 sunburn ‘Science Museum 9 trafic lights 10 nothingTravel «= Students work individually, reading and completing the sentences. ‘= Check answers by asking individuals to read aloud the sentences. ‘Answers 1a 2b 3b 4a Sa 6a 7b 8a 9b O Exercise 2 «= Play the recording for students to listen and identify the polite questions. 1 When checking answers, point out that questions that ‘can be answered with Yes/No sound polite when they end with a rising intonation. If these questions have a flat ‘intonation, they can sound rude in English. Ask students ‘if this is the same in their L1. “answers Questions 1, 4 and 5 are polite. | Tepescript | 1 Can Thelp your 2 Can I help you? 3 Bese me? ‘Breuse me? | 5 can you give me something fora cold, please? 6 Can you give me something for a cold, please? + Students listen and repeat the polite questions. If necessary, write the questions on the board. Tourist Problems Stoge 1 «= Read through the Strategies with the class. Encourage students to discuss the advantages of practising saying expressions and key words privately before doing roleplays, giving talks, etc. + Read through the three rolepays with the class and check students’ understanding. Students use the Strategies to prepare for the rleplays. Sioge 2 ‘= Students work in pairs, taking turns to play each role in the situations. Tf Some pits finish before the rest ofthe class, suggest that they do one of the roleplays again, choosing one that they fet less satisfied with. Monitor but do not interrupt students’ fluency. Make a note of ‘amy language difficulties to go over in Talkback. Talkback ‘© As a whole class, students discuss which situation was ‘the most difficult for them and give reasons. If time, students may find it helpful to go through the ‘dificult roleplay again, building up the dialogue on the board. «= Encourage students to discuss which roleplay they felt they did best and say which Function File expressions they used. Exercise 1 «= Students work individually, reading the report and ‘ordering the sections. Check answers. ‘suggest more adjectives to add. Exercise 2 ‘= Students find the linking words in italics in the report and then, working in pairs, write the words in two sroups: a) to lst ideas; b) to contrast ideas. Answers a plus, and, too, in adition, also, as well as b although, on the one hand, on the other hand, however, but Report Stages 1-3 «= Read through Stages 1-3 with the clas and check that students understand what to do. = As a class, brainstorm the pros and cons for tourists visiting your area. Write key points on the board. # Advise students to write a draft of their report and check ft before they write the final version of the reprt. Remind students to use appropriate linking words and vocabulary from Writing Help 3. Talkback 1 In pairs, students read each others reports and compare the pros and cons they have mentioned. 2 aeLanguage Problem Solving 3 ~ myset yourset, themselves and eachother /one another myself, yourself, themselves, etc Exercise 1 + Check that students can identity the subject and object. of a sentence by asking them to say what is the subject. fed object inthe following sentence: (subject) ke them (object). ‘ Students work in pairs or small groups, studying the airs of sentences and deciding whether the pronouns in Tehany Ac colan stow tt the pao t Oo Sjoct of their own action. “answer pronouns in column A 1» Ask students to translate the pronouns in column A into their own language. Exercise 2 ‘= Read through the uses (a-c) with the class. Do the first two items with the whole class, discussing if the [pronouns mean with no help/alane. 1 Students then continue the exercise working in pairs. ‘Answers 1c 2a 3b 4a Se 6b Exercise 3 ‘= Check students’ answers by asking them to read out the sentences. “Answers themselves 2 himself/herself 3 herself 4 yourself S himself 6 myself 7 ourselves 8 herself Exercise 4 ‘= Students may find it helpful to look back at the pronouns in the pairs of sentences in Exercise 1 before doing this ‘exercise. Do the first two sentences with the class. ‘Students then complete the exercise, working individually. “Answers 1 yourself/yourselves 2 them 3 ourselves 4 her S myself 6 yourself 7 you 8 herself 9 ourselves 1» Students work in pairs, matching the pictures with the ‘captions. ‘answers 1b 2a are washing each other. Exercise 6 1 Students do the exercise working individually. They can ‘compare answers in pairs before checking answers as a class. “Answers ‘yourselves 2 each other 3 ourselves 4 each other Seach other 6 themselves 7 each other 8 themselvesCulture Corner 3 Exercise 1 + Ask students to look at and talk about the photos. Use the photos to introduce some of the vocabulary in the text (mountain bikes, canal, narow boat, steom train). If students are interested, tell them that the narrow boat is ‘on Llangollen Canal in Wales and the steam train is on the Severn Valley railway. ‘= Read through the questions with the class. Encourage students to predict some of the answers. Students work ‘individually, reading the text to find the answers. Tell. students not to worry about understanding every word at this stage but to focus on answering the questions. ‘= Check students’ answers. Ask students to refer back to the text and read out the sections that give the answers. Students can see if their predictions were correct. “answers 1 the knowledge that tax drivers have about all the streets in London 2 trafic jams on motorways and problems on the trains 3 There are alot of quiet country lanes, forest tracks and footpaths. 4 They're safe and relaxing, 5 Students’ own answers trees in the auturn? Is the writer being serious here? (introduce the idea that the writer is being sarcastic). Exercise 2 « Students may find it helpful to have more information about transport problems in Britain before they compare transport in Britain and their own country. Read aloud the following text so that students can make notes of ‘information they want to use later: In the last ten years, the numberof cars on the roads of. Britain has gone up 30% and there are now 25 million cars on the roads. This means that traffic congestion in the UK is endemic both on major motorways as well as the entries to major cities. The London ringroad, the M25, is particularly bad for traffic jams. ‘ne reason or the trafic problems in Britain's cites is the se of cars for short journeys that could be done on foot or by bicycle. Over 25% of car journeys are in fact under two miles. People are aso reluctant to use public transport, even though 40 people can travel in one bus while the same number occupy 30 cars. ‘One of the consequences of ths is that over 3,000 people die in Britain every year in road accidents. Cars also produce a large amount of the carbon monoxide that goes into the atmosphere (90% of that in London). Tt is calculated that 25,000 deaths are caused by air pollution ‘and one child in seven suffers from asthma /'sesmo/. Public transport in Britain does not have a good reputation ‘at the moment. Compared to other European public transport, it is both expensive and unreliable. The trains ‘have been particularly bad since they were privatised by the Conservative government ofthe early 1990s. Vast ‘amounts of money are needed to improve the transport infrastructure in Britain. jive students time to think of three differences and three similarities between transport in Britain and their own country. Students then discuss their ideas, working in sr0ups or as a whole class. Exercise 3 ‘= Read through the sentences and check that students understand the vocabulary. Students say which of the sentences they think are true. QO Beordse 4 '® Play the recording for students to listen and check their guesses to Exercise 3. “Answers true sentences = 2, 3, 4 Tapescript See page 146. « Read through the topics with the clas. If appropriate, sive students the web addresses suggested above. Give students time in class or at home to find out more ‘information and make notes about the topics that interest them. «= Students then work in groups, sharing their information| and discussing the three questions. Monitor but do not: interrupt students’ fluency. 1» If time, the groups can feed back to the class and see how much general agreement there isin the answers to the three questions.«= To revise collocations and multi-part verbs. 1 To practise pronunciation of different words that. sound the same. Resource used Cassette /C0. Routes the material > Short of time: give some of the Review exercises for homework. Grammar Exerdse 1 1» Advise students to read through the dialogue quickly for ‘general understanding before they start completing it. = Students complete the dialogue, working individually. They can compare answers in pairs before checking answers as a class. «= After checking answers, students can work in pairs, Practising reading the dialogue aloud. Monitor and ‘correct any serious pronunciation errors ‘answers 1 ve been waiting 2 haver't done 3 have you been doing 4've been going out 5 ‘ve been going 6 ‘ve seen 7 ve ‘been doing 8've been working 9 haven't finished 10 has been working 11 ve never seen 12 ve changed 13 ve been talking 14 've decided 15 ve been repairing 16 ve taken 17°S been waiting 18 ‘ve been taking Exercise 2 ‘= Check answers by asking individuals to read the sentences aloud. “answers Leach other 2me 3 himself 4 themselves 5 yourself Geach other 7 myself her 9 herself 10 each other Vocabulary Exercise 3 amid hicenes toed arial aokonss vs tty understand the situation before they complete the iota, ‘= Check answers by asking individuals to read aloud the sentences. ‘Answers Aimissed 2 got on 3 made, saved 4 have 5 cash Exercise 4 1 Tf you wish, students can do the exercise working in pairs ‘and practise reading aloud the advice to each other. “Answers {check in 2 go through 3 get to. 4 goes from 5 takes off 6 et off @ Pronunciation: Different words that sound the same O Exercise 5 1 Students look at and say the pairs of words, demonstrating that they sound the same, «= Play the recording for students to listen and undertine the words they hear. “Answers hour 2 weather 3 rode 4 know 5 buy 6 week Tapescript 1 The train was delayed by about an hour. 2 Solar cars workin cloudy weather. 3 He rode to school on his bike. ‘4 We don't know all the dangers of trafic pollution. 5 My parents want to buy a new car. 6 There are several fights every week, a (an aos is Bete n each pait, e.g. Our school is ‘= Write words on the board for students to different word that sounds the same, e.g.: ‘two (too/to) four (for) new (knew) see (sea/C) weight (wait) pair (pear) Exercise 6 t= Students work in pairs, working out the words in the proverb. They can use the Phonetic Chart in the Mini- dictionary to help them. ‘Answer Better tate than never. + Check that students understand the proverb. Ask them if ‘they have a similar saying in their L1. Ask: Is it sometimes better not to go at al than ative late? (@.9. arriving for a party/a lesson/an exam/an interview/a meal/a train) How ‘ate’ is acceptable in different situations? (10 minutes/half an hour/two houts2). heck Your Progress « Students look back at the Module Objectives. Give them ‘time to look through Module 3 and make a note of the activities they enjoyed most, those they had problems with and the area(s) of grammar they feel they need to practise more. ‘= Ask students how well they did the activities that were new for them e.g. reading and writing a report. 1 Tell the class which activities you thought they did well and where you feel they need to improve.S The Media Warm-up Exercise 1 ‘KEY WORDS: Twe Menta TV programmes: chat show, documentary, game show, reality show, soap opera, the news Magazines about: cars, computers, current affairs, fashion, films, music, sport Newspapers: local newspaper, popular newspaper, quality newspaper ‘The Internet: chatroom, newsletter, website Mobile phones: text updates (e.g. news/traffic), text voting (interactive TV) «= Students read through the Key Words and check the meaning in the Mini-dictionary. Students say what they can see on the page. ‘answers ‘quality newspaper, magazines about music and fashion, popular paper, text update, the news 1 Students say which things in the Key Words they have seen, read or used (in their L1 and/or in English). 5 What animals ish describing? (is). Exercise 3 ‘= Read through the questions with the class. ‘= Students work in pairs, answering the questions. ‘= Some of the students then tell the class about their partner. ‘= If you wish, students can find out the most popular television programme and the most popular magazine for their class. aeModale # 13 What's in the Papers? Before you stort Exercise 1 «= If you have brought in some newspapers and magazines from your own country, show them to the students and ask them what sort of newspaper or magazine each one is. 1 Ask one of the students to read aloud the example sentence. Then ask students to make similar sentences about newspapers and magazines they know. 1 Students work in groups, discussing which newspapers land magazines they like and giving reasons. 1 The groups then report back to the class. Students can see which are the most popular newspapers and ‘magazines for their class. SKILLS Focus- Reading Exercise 2 ‘= Read through the questions with the class. Check that students understand the vocabulary, e.g. play with words, formal punctuation. You may like to use the newspapers ‘rom your own country to demonstrate some of these language features. Elicit examples of ‘informal’ punctuation from the students, e.g. lots of exclamation marks, lots of dashes. 1 Encourage students to read the three articles fairly quickly. Advise them not to worry about understanding everything at this stage but to try and answer the questions. = When checking students’ answers, encourage them to explain the reasons for their answer and to give examples ‘rom the articles. Check that students understand the ‘word play of a cool idea in text C. bAB ct b cA be cB ba cA Exercise 3 ‘= Read through the Strategies with the class. ‘= Students may find it interesting to look at the newspapers you have brought in and find cultural references that would not be familiar to a British or ‘American reader. ‘= Tt will be helpful if students have access to some atlases, dictionaries and encyclopaedias for the following exercises. Exercise 4 «= Read through the list of things with the class. If you wish, look at the first paragraph of text A with the class and elicit examples of some of the things (a company ~ Cadbury Schweppes /Jweps/; sweets or chocolate ~ Dairy Milk, Creme Eggs; buildings ~ newsagents, corner shops. = Working in pairs or individually, students read the texts and make a note of the examples of the things in the list. “Answers an area of a city: Bevery Hills, town centre, Peel Square building: newsagents, comer shops, pubs, clubs, mansion, hous, ice rink, (Civic) Theatre ‘8 company: Cadbury Schweppes, Krystal a famous person: Brad Pitt, Jennifer Aniston, Morgan Freeman, Mel Gibson, Cindy Crawford, Amold Schwarzenegger sweets or chocolate: Oaty Milk, Creme Eggs 2 drink: 7Up, Doctor Pepper, champagne the title of a TV programme: Friends a town of city: BarnsleyExercise 5 ‘= Students can use reference books and the Mini-dictionary ‘to help them use the Strategies to answer these questions. ‘= When checking students’ answers, encourage them to ‘explain how they used the Strategies, e.g. what clues in ‘the context helped them? ‘Answers 1b 2a 3b 4a Sb 6b Exercise 6 ‘= As students are doing the exercise, ask them to make a note of the sentences in the texts that provide the answers. '= When checking answers, ask students to read aloud the sentences in the texts that support their answers and to comect the false statements. “answers IT 21 37 47 ST GF (Itisanall-weather ice rink) 21 (he pape hive ne pga oy streets, nt ie-stating.) Vocabulary: Compound Adjectives Exercise 7 « Students work in pairs, finding the compound adjectives in the texts. ‘= When checking answers, ask students to read out the sentence containing the compound adjective. + Point out that the words after numbers are singular and read aloud the example. Ask students to make expressions for a meeting that lasts three hours (0 three-hour ‘meeting) and a boy who is ten years old (a ten-year-old boy). Answers 1 phone top-up cards 2 pre-tax profits 3 Europe-wide sales | <2 four-year mariage 5 a 100-square-metre rink 6 an all- | weather ie rink Exercise 8 ‘= Read the example sentence with the class. «= Students do the exercise individually, then compare their answers in pairs before checking answers as a class. ‘= Check answers by asking individuals to read aloud the sentences, and write the compound adjectives on the board. ‘Answers 2 He broke the 10,000emetre (race) record. 3 She went for an ‘early-moming walk. 4 saw a documentary about a 120- year-old man. 5 He went on a 3,000-mile journey. 6 She bought a milion-pound house. a cereres mae ‘= Read through the list of things and the example questions with the class. «= Write on the board: What? Who? When? Where? Why? Comment Use the question prompts on the board to elicit ideas for a real or imaginary news story about a rock concert. «= Students then work on their own stories, answering the (questions. Weaker students or students who find ‘imaginative work difficult may prefer to use the rock concert idea from the board Tell students to write notes, not full sentences. « Students work in pairs, asking and answering questions about their stores. Monitor but do not interrupt students’ fluency. Make a note of any general language difficulties to go over with the class afterwards. QUOTE... UXQUOTE, 1 Read the quote with the class. Ask students what the difference can be between facts and truth. Can they think of examples where facts could get in the way of ‘ruth? For example: 1 Facts: Mr X is @ milionaire. He has six cars, three ‘yachts and seven houses. ‘The truth: He is a bank robber and has never been caught. 2 Facts: John is wearing an expensive leather jacket. The “jacket cost £500. John looks very smart in it. The truth: The jacket belongs to John's brother. John ‘has borrowed it.Mobile ¢ 14 Breaking News ‘Objectives: ‘= To understand the main facts and discuss a newspaper article about earthquakes. 1 To practise using the passive. 1 To talk about what isin the news. Resources used World map (Before you stat), a selection ofthe day's newspapers (in students’ own language). Grammar In this lesson we present the passive of all tenses students have already met: Present Simple, Past Simple, Present Continuous, Past Continuous, Present Perfect, Past Perfect, will can, be going to. We teach the following reasons for using the passive: 1 to omit the agent when the agent is unknown or ‘unimportant eg... much higher figures ore being 2 to omit the agent when the agent fs obvious, e.g. ‘thousands more have been injured (we know from the first paregraph in the text that the agent was an earthquake). 3 to put special emphasis on the agent, using the ‘by- phrase’ at the end of the sentence, e.g. ... whole villages were destroyed by the hugh waves. ‘Troubleshooting Some students may be less interested in and know less about current affairs than others. Bear this in mind ‘when grouping students for Exercises 11 and 12. Routes through the material > Short of time: shorten the discussion in Exercise 1; dive some of the exercises for homework, e.g. Exercises 8, 9 and 10. > Plenty of time: do the Options. > 2 classes for this lesson: break after Exercise 6. Belore you stot Exercise 1 = Find out how many students use the Internet for news and ask them which websites they find useful. Ask students what news stores they have found recently on the Internet. If several students in your class do not use the Internet for news, encourage them to talk about the sources of news they use Exercise 2 KEY WORDS: Disses aid, casualties, earthquake, homeless, rescue teams, ruins, tsunami, wave « Give students time to read through the Key Words and ‘check the meaning and pronunciation in the Mini- dictionary. ‘= Read aloud the headline and the caption for the photo. Students use the Key Words to answer the ‘questions and talk about the photo. Accept all plausible answers GRAMMAR Focus- Exercise 3 «= Read through the questions with the students and check that they understand the vocabulary. 1» Students read the article quickly to answer the questions. ‘Students can compare their answers in pairs before checking answers as a class. «= If you have a wall map of the world, display itso that students can see where Sumatra and the Bay of Bengal area are. “Answers 1 There was an earthquake, 2 It registered 8.9 on the Richter scale. 3 They are going to send aid and rescue teams. Presentation Exercise 4 ‘= Read through the first sentence in the table (Present ‘Simple) with the class and do the next two sentences (Past Simple, Present Continuous) with the whole class, ‘= Students then work individually, referring to the text and ‘completing the sentences. ‘= Check students’ answers by asking them to read the sentences aloud. ‘Answers were 3 are being 4 were being 5 have been 6 had been 7 is going to be 8 willbe 9 cart be Exercise 5 «= Ask students why the ‘doer is not given in each sentence {in sentence 1, we know that a surgeon performed the operation but his/her name is not really important to us = the most important thing is that the patient had the operation; in sentence 2, we do not know who the thief was). 1 Students match the sentences with the uses of the passive. ‘Answers ia 2b «= Students then find similar examples of the passive in the text and read them aloud. Exercise 6 «= Students read the two sentences and then complete the rule. ‘Answer Practice Exercise 7 «= Do the first item with the whole class. Then students work in pairs, identifying the tenses used and the uses of the passive. ‘Answers ‘wil + be + 3rd form (the ‘doer is important) 2 Present Continuous (the ‘doer, the police, is obvious) 13 Present Simple (we don't know who the ‘doer is) 4 Present Perfect (the ‘eer is obvious) 5 Past Simple (the ‘doer is important)The Media > THE PASSIVE Emre 8 = Stadents do the exercise individually, then compare their answers in pairs before checking answers as a class. ‘= Check answers by asking students to read the sentences aloud. "Aeswers | Ths just been offered 2 Was the Oscar ceremony reported 3 wil be replaced 4 was voted 5 Will his next book be published 6 not be watched, be shown 7 are being watched The pairs then read thelr sentence tothe rest of the class, who have to guess the title of the film, TV series or musical. Exercise 9 '* Before students do the exercise, remind them that the ‘doer’ may be omitted in some passive sentences. = Check answers. If students use the by + noun phrase in number 5, point out that nobody changes to anybody in ‘the passive sentence. ‘Suggested answers 1 The driver was fined for speeding. 2 She has been sent lots of birthday cards. 3 The meal was being served when the lights went out. 4 The prime minister was asked alot of Short of time: give some of the exercises for hhomework, e.g. Exercises 7 and 8. > Plenty of time: do the Options. > 2 classes for this lesson: break after Exercise 6. Before you sort Exercise 1 = As a whole class, students say what they know about the lives of the people in the photos. If students disagree about any facts, ask some of the students to check the ‘information in reference books or onthe Internet for homework. 1 Students discuss whether they would ike to be famous. Encourage them to think ofthe pros and cons. Teach any new vocabulary they need. @ SKILLS Focus: Exercise 2 KEY WORDS: Mini woxos ) celebrity, fame, fan, mass hysteria, mass media, the press, stress 1 Tel students to try and match the words and definitions without referring to the Mini-dicionary. They can then use the Mini-ictionay to check their answers. Remind students that there is one extra Key Word. 1 Ask individuals to give the definition in complete Sentences, e.g. A celebrity is a famous person. After checking answers, ask students to look up mass hysteria. in the Mini-dictionary and read out the definition. ‘Answers ‘fan 2 celebrity 3 mass media 4 stress 5 fame 6 the press Listening O Exercise 3 ‘= Read through the Strategies with the class. Ask students to suggest situations in which they listen for specific information, e.g. announcements ata station or aiport about ther train/plane. 1» Ask students which of the Strategies they use when Listening in their own language and which in English, ‘= Students read through the sentences and guess if they are true or fase. Encourage students to use their own general knowledge to help them. (Don’t tell students any of the answers.) = Play the recording once for students to listen and mark the sentences true or false. Check how many answers students have got and, if necessary, play the recording again. ‘= Check students’ answer by playing the recording again, pausing it appropriately to check each statement. Ask Students to correct the false statements. ‘Answers LF (They appeared in the 1920s.) 21 31 4 (Doing adverts isnot pat oftheir contracts.) 576 F (He was ‘murdered by a fan outside his New York apartment.) 7T 87 ‘Tapescript See page 146. ionsin sentence 2 ‘in sentence 3 ( O) Exercise 4 1 Play the recording for students to listen and list the advantages and disadvantages of far 1 Check students’ answers and write the ‘advantages’ and ‘disadvantages’ in two columns on the board. “Answers advantages: get a lot of money, demand huge contacts and ‘eam a fortune from advertising disadvantages: difficult to get away from the press (paparazzi) and from fans: people expect you to be successful all the time ‘and that is stressful: the fast lifestyle puts celebrities at ‘greater risk and many die youngThe Media s+ Excourage students to suggest more advantages and Gsadvantages. Add their points to the two lists on the ‘board. Students can then see which list is longer. Ask ‘em to decide on the most important advantage and the ‘most serious disadvantage. taarcise 5 = Look at the example sentence with the class and demonstrate how the contraction counts as two words, «= Fay the recording of the five sentences, pausing for students to count the words in each sentence. ‘= When checking students’ answers, play the recording again and ask individual students to write the sentences tn the board, using contracted forms where appropiate. + After checking answers, you may wish to play the sentences again for students to repeat them. ‘Answers 2s words 3 ten words 4 ten words 5 seven words Tapescript 1 Tonight we're going to look at fame! 2 Youve just written a book. 3 Well of course, fame’s not just a modern thing. 4 But celebrities've become much bigger with today’s mass medi, 'S And what'e the advantages of fame? Eaarcse 6 ‘= Give students time to read through the sentences before stoning to the recording. 1= Pay the recording twice for students to match the cpinions to the speakers. Point out that in some cases ‘Se same opinion could be shared by both speakers. soewers nk 23 38 4858 Tapescript ay: Hey, Jamie, have you heard about this? James: What? ‘kay: You know Janice Jones, the film star? James: Yeah Akay: Well, photographers ae following her all the time, It's semble, isnt it? James: Personally, I think it’ her problem. I mean, if you ‘eent to be famous, you have to accept lots of attention from Se media, Kays Oh, I disagree, Everyone's got aright to privacy, don't yoo shink? James: That's true, but if you sell your story tothe papers, yes cant really complain, can you? Aan: Well I dont think it fair Nobody/s got the right to ‘lion people everywhere. I mean, there are photographers cutsde Janice Jones's house all the time. Just because she set marred for the third time, James: You may be right, but I think she tikes all the zerton, Xaty: Wel, in my opinion, this shows thatthe papers ae setting worse and worse. They're 50 bad. James: Yeah, I agree. You right, there's a lot of rubbish in ‘Se papers nowadays Kans | think they should control the papers. Ie all gossip, wed sex. James: I totally agree. It's not very nce. But people seem to sant that kind of thing. Im against too much control ‘Kap: Yeah, not too much, but Tm in favour of some control. James: Mm, but how can you stop Exercise 7 «= Do the first two or three expressions with the whole class. Students then work individually or in paits, reading and classifying the expressions. '= When checking answers, ask individuals to read aloud the sentences. ‘Answers 1d 2a 3e 44 5c 6d 7a Bc 9a 10b 116 ‘= Students read through the statements and the example notes. Point out that students need to give reasons for their opinions. Remind them of note-making techniques, e.g, omitting short words like prepositions, verbs, articles; using abbreviations, .g. gov (government). ‘= Students make notes for the statements. Monitor and help with vocabulary if necessary, Exerdse 9 «= Read the example sentences with the class. s Students use their notes from Exercise 8 to prepare their presentations. Encourage them to ‘rehearse’ silently what they are going to say. 1 In small groups, students present their opinions in turn. Monitor the activity but do not interupt students’ fiuency. Make a note of any general language points to 0 over with the class afterwards. = Encourage students to say what they fet they did well in their presentations and if they had any difficulty expressing in English what they wanted to say. Vocabulary: Mult-part Verbs (4) Exercise 10 = Check students’ answers by asking individuals to read the tuestions aloud “Answers Lon, off 2 over 3away Sup Sup, off 6to Exercise 11 «= Students work in pairs, interviewing each other using the ‘questions from Exercise 10. Monitor the activity, paying particular attention to the use of multi-part verbs. «= Some of the students report their results to the class. QUOTE... UNQUOTE, ‘= Ask students to look up the verb bug in a dictionary, and then discuss what the quotation means. 1» Ask students if they have ever seen or met a famous person. Who? Where? What did they do? Did they ask for ‘the person's autograph/take a photo/ask questions? Did they leave the person alone?Motate ¢ 16 Communication Workshops ‘Objectives, ‘© To read and understand a TV review. ‘= To write a review of a film or TV drama series. «= To listen to a TV debate, understand the speakers ‘opinions and identify whether they are polite or rude. «= To use strategies to prepare for questions based on stimulating material. 1» To participate in a discussion based on stimulating material. Resources used Cassette/CD, Writing Help 4. ee Those students who are shy or naturally reticent and quiet may feel uncomfortable participating in discussions in English. In group discussion activities, ask all members of the group to be aware of students who need to be encouraged and given time to join in. Routes through the material > Short of time: give some of the Writing Workshop for homework: shorten the Talkback activities. > Plenty of time: do the Options. > 2 classes for this lesson: break after Writing Talkback. Before you stort Exerdse 1 1 Students look at and talk about the photo, describing Henry VIII's appearance and speculating about what sort ‘of petson he was. Encourage them to say if they know anything about him. « Students then read the review silently to find out more. Tell them not to worry about understanding everything but to focus on key words that are important and to try ‘and. guess the meaning from the context or look them up in the Mini-dictionary. 1 Ask the class to pool what they have learned about Henry VII from the review. If necessary, ask questions, e.g. When did he lve? How many wives did he have? What ‘happened to some of his wives? (check that students Understand the meaning of executed) What are the good things about the TV episode? What are the weoknesses? (Note: phonetic translations: Boleyn /balin/, Winstone ‘/rvinsian/, Bonham /bonam/, Arundel /atandal/. Exercise 2 + Look at the first one or two linking words with the class for students to decide whether the linkers contrast ideas. Students then complete the exercise. Answers despite, Nevertheless, in spite of, but, although, However «= After checking answers, ask students what functions the ‘other linkers have (in order to ~ giving a reason; for ‘example, such as ~ giving examples: to sum up ~ concluding). @ ‘innocent angry calculating caring Toyal brave imaginative violent historical affectionate beautiful «= After checking answers, students can workin pits, writing five or six sentences using some of the nouns and adjectives. Monitor the writing and point out any errors to be corrected. ATeview Siages 1-3 ‘ Read through the three Stages withthe class and check that students understand what to do. = Give students a few days so that they have time to choose and watch suitable programme on TV and make notes. 1 Read through the four paragraph headings, and Useful Vocabulary in Writing Help 4, with the class. Advise students to write a draft of their review and check it before they write the Final version of the report. Remind them to use appropriate linking words and adjectives. Talkback ‘= Students work in groups, reading each others reviews, and discussing the programmes. ‘= If there is space in your classroom, students may like to make a display of the reviews to read at their leisure, Listening ATV Debate O) Exercise 1 ‘= Give students time to read through the sentences and options. Play the recording, twice if necessary, for Students to complete the sentences, 1» Check students’ answers by playing the recording again, pausing it after each item. Answers 1b 2a 3¢ 4b Se ‘Tapescript Presenter: Good evening, and welcome to this week's Media Watch, the programme where you can give your views about the media in this country. And on tonights programme we've got the newspaper journalist and columnist Jenny Lawson, and | the TV newsreader and presenter Bil Tuner ..and thei be. giving us their views as well. Let's start with an article from this weeks Independent. There's a report about how we are | becoming a nation of couch potatoes. ‘Woman: Yes, ths is about the amount of time that we spend. | ‘in front of the TV and on the Net. According to that article, | ‘on average we spend twenty-five hours a week in front of the box. Twenty-five hours! I think i’ terible, myself. And some young people are Internet addict. Its not surprising that‘bods got time to do exercise or read books. At this rate = ‘Rex onsene! Just because people watch TV it does mean ‘Sir vhey dot read as wel. Lookat how popular books tke seer Patera. Ts complete rubbish to say that Ts the Sa Fall our probes. A lot of programmes are very, ‘Sectional. Think of al the documentaries on TV about fe, science history. They really ar, ‘Wesans fcure me Cn Tsay something? Ran Tey really are very. et Jwenan: Im sony Bil. Té ke to say something. 1s not true Say that most programmes are edcatinal. Most TV is full sane shows and realty shows and theres ot of Seteoce on TV. ust tun ft on and see for yoursel 1's Seeing worse and worse This very womyng. Thee was an Sect in The Guodian this week about how some young Seve copy the violence they see onthe television. ‘Pesonally, I'm totally against ... ‘Man: You're wrong, Jenny. You just can't say that everything ‘hat happens is the fault of the TV programmes people watch. eave seen that report but ut jst because {watch 8 ‘conboy killing someone in a fiim, T'm not going to go out and ‘el someone, am I? And what about the newspapers? This ssi in the popular papers there have been lots of stores ‘Sour tht computer hacker Manchester. He's used the ‘ecret to steal money, he's a cimial but the newspapers ‘ore psd ats of money for his stony that responsible ‘orl = gving money to criminals? .. But T believe that Sn ae eee ‘22 goverment contol what we watch or read: In my opinion, mndto ‘ena: te toy tat we ned ohn abot tow |TV dnd newspaper affect people. Especially yo | young peopl Coremnent have eapnsy conor Bote ae sess. And we should try to stop young people watching so mech. | Sa: fubbsh venybdy should be able to chose todo what Sova | Preteter: Can nterapt a momen? Habe we coud get ‘rom the stile audience now? Ys, the man ‘= Read aloud the instructions. Ask students if they can semember which guest interrupts the other rudely and bow he or she interrupts. «= Play the recording for students to check who interrupts sadely (the man). Then play the recording again for students to listen for the words and phrases the man ses (Nonsense! You're wrong. Rubbish!) ‘Speaking ‘Before you start ‘Exercise 1 = Students work in pairs, reading the expressions in the Fencton Fle and deciding which are polite and which are rade. = pote: ase me Can {sy something? Tm ory thet Sy scting a ut lhe tay an Ete a! [te Nonsense ote wong. Rubbish © Exercise 2 «= Play the recording several times fr students to listen and repeat the polite expressions. Encourage students to ‘copy the speaker's intonation. ae based on simulating material «Give students time to look at the photos and extracts. Check comprehension of vocabulary, e.g. couch (potato), copycat (violence), young offender. «= Read through the Strategies with the cass. Students may find it helpful to take one of the items (e.g. the ‘couch potatoes’ text) and work together, applying the Strategies to the text. Sage 2 « Students work individually, looking atthe photos and the ‘texts and using the Strategies to think about them. Stoge 3 ‘+ Read through the questions with the class. «= Students work in pairs or groups, discussing the questions and using polite expressions to interrupt and ive opinions. Remind students of the expressions for agreeing and disagreeing from Lesson 15. Monitor the activity but do not interrupt students’ fluency. Make a note of any general language points to go over with the class afterwards. Talkback «= In turn, each pair or group tell the class one thing they agreed on. Students can see how much general agreement there is in their class.Language Problem Solving 4 EL Exercise 1 «= Students work in pairs, reading the speech bubbles and matching the people with the adverts. ‘= When checking students’ answers, ask them to read the ‘adverts aloud to check pronunciation and understanding of abbreviations, e.g. St, Tel “Answers 1b 2d 3a 6c Exercise 2 «= Students look back at Exercise 1 and complete the sentences in the box. ‘= Check students’ answers by asking them to read the sentences aloud. “Answers Thad 2 done 3've had 4 serviced 5 get 6 repaired T-get 8 uparaded 1» Students discuss who did/will do the activities and then complete the rule. “Answers b someone else/an expert rule: b we ask someone/an expert todo it for us Exercise 3. « Students do the exercise individually, then compare answers in pairs before checking answers as a class. ‘Answers Ta 2b 3a 4b 5b 6a Exercise 4 1» Read through the example item with the class. « In pairs, students discuss what they can have done by each service. 1 Students give their answers in complete sentences, as in the example. ‘Suggested answers 2 Tan have my clothes cleaned there. 3 1 can have my shoes repaired there. 4 I can have a dess/clothes made there. 5 can have my eyes tested there. 6 I can have my teeth checked there. Q Causatives: to have/get something done Exercise 5 ‘= Read through the example item with the class. If you wish, do item 2 together. Students then complete the exercise, rewriting the sentences. = When checking answers, ask students to read out both sentences. Answers 2 Will you have/aet the kitchen painted? 3 Tve had/got the ‘at washed. 4 Tm having/getting my motorbike serviced. 5 Where can I have/get these photos developed? 6 She's not ‘going to have/get her ears pierced. 7 I got/had the broken window replaced, 8 We shoud have/et the washing machine Exercise 6 ‘= Read through the words and check that students. understand them. Ask two students to read aloud the ‘example exchange. Do the second item with the whole class and point out that the question can be Where (con ‘get it pumped up)? or How (can T get it pumped up)? «= Students then work in pairs, asking for and giving advice. Monitor and help students correct any errors. 1» Check students’ answers by asking pairs of students to say their exchanges. 2 A: How/Where can I get it pumped up? 8: You need to find a good garage. 3 A: How/Where can T get it fixed? B: You need to find a good jeweller’. 4 A: How Where can T get them shortened? | 8B: You need to find a good tailor. | 5 A: How/Where can T get another one cut? 8B: You need to find a good ronmonger'. How/Where can I get it renewed? 8B: You need to go to the Passport Office. How can they get it connected? B: They need to find a good plumber. 7“= Ask students to look at the photo and say what they ‘teow about Elton John. Ask them if they know any of his ‘songs and, io, to tell the class about them. ‘= esd through the instructions and the sentences (a-e) seth the class, ‘= Stetents work individually, reading the background ‘efornation silently and completing the gaps with the sentences. ‘Soo ia ttn onde Short of time: give some of the Review exercises for homework. Grammar QO) Exercise 1 s Do the first item with the clas. s Students then complete the exercise working individually. Remind them to think about the correct verb tense to "use when rewriting the sentences. Students can compare answers in airs before checking answers in the next exercise. s Students listen to the recording and check their answers. Tapescript and answers 1 The first newspaper was published by the Romans in 59 BC. 2 The British Royal family are followed by photographers, ceverynhere 3 Radio communication was invented by Marconi in 1894 4 The Times has been published in London since 1788, 5 The media are being changed by digital technology. 6 The Internet is used by over eighty milion people around the world. 71s too much violence shown on television? 1 Ane drama series hast been pnd by Chane for O Beerdse 2 « Students listen again and underline the part of the passive verb that i stressed. = Check students’ answers by asking individuals to read aloud the sentences and stress the correct pat ofthe passive verbs. Answers The stressed part ofeach passive vet is undertined inthe tapescrpt above. Exercise 3 «= Read through the list of verbs and the example sentence with the class. «= Students do the exercise working individually. ‘= Check answers by asking individuals to read aloud the sentences. “Answers 2 have/aet it serviced 3 have/get it cut 4 have/get my ears pierced "5 have/get it photocopied 6 have/get it Fixed Exercise 4 s Students match the words with the definitions. Answers 1d Ze 3b 4c 5a @ «= Students work individually or in pairs, finding three more words from the module and writing definitions and example sentences. Allow students to refer to the Mini- dictionary (or another good dictionary) to help them with the definitions. Monitor the activity and help where necessary. ‘= In groups or as a whole class, students read aloud their words, the definitions and the example sentences. «= Give students time to copy the words, definitions and example sentences into their vocabulary books. Exercise 5 «= Students write the compound adjectives. ‘= When checking students’ answers, ask individuals to write the compound adjectives on the board so that you can check punctuation and spelling. “Answers 2 a long-haired boy 3 an eight-week summer holiday ‘4 twoshour journey 5 an all-night party 6 hand-made Jewellery Pronunciation: Word Stress O Exercise 6 «Students work in pairs, marking the main stress in the words before they listen to the recording. «= Students then listen to the recording and check their answers. Check that students have identified the stress correctly by asking individuals to write the words on the board and to undertine the main stress. «= Play the recording several times for students to listen, and repeat the words. Tapescript and answers Tadver/adyertisement 2 pagular/popularty 3 Galebrate/celerity "4 muske/ musician 5 ahotosraph/photoarapher 6 arganise/organisation 7 publish publicity Exercise 7 «= Students work , working out the proverb. “Answer No news is good news. ‘= As a whole class, students discuss what they think the proverb means (Bad news travels fast so, if you haven't had any news, it probably means that everything is fine and nothing is wrong). Ask students if there isa similar saying in their own language. Check Your Progress In groups, students discuss the answers to the three questions, + The groups can then report back to the whole class and see if there is general agreement about the answers.- evartesing {KEY WORDS: Ornaow aovecrves amusing, attractive, awful, boring, brilliant, clever, colourful, dull, offensive, ridiculous, serious, sexist, shocking, ily succes, tata erie unuua, 1» Give students time to read through the Key Words and check the meaning in the Mini-dictionary. Check pronunciation and word stress by asking individuals to say the words. ‘= Students took at the adverts and, working in pairs or small groups, discuss which Key Words they could use to describe them. «= Students discuss their opinions as a class and see if most of the class have chosen the same adjectives. Encourage students to give reasons for their choice of adjectives. = As a class, students discuss the messages of the adverts, iving their reasons. Tel students there is no single ‘correct opinion or interpretation of the adverts. Exercise 2 ‘= Read through the questions with the class. Give students ‘time to think about their answers and ask you for any. vocabulary they need. «In small groups, students discuss the questions. Ask each group to make a note of their answers and conclusions. ‘= The groups report back to the class, summarising their answers and giving thei reasons. Exercise 3 KEY WORDS: Aovernsin Exrrssions (1) absolutely delicious, bargain prices, cool, distinctive, | durable, fantastic value for money, good flavour, | guaranteed, high/top quality, something special, stylish, tasty, totally reliable, unique, waterproof ‘= Read through the Key Words with the class and give students time to check the meaning in the Mini- dictionary. «= Students list the expressions that show good value and those that show good quality. Tell students that there ‘may be some words that do not fit in either category. 1 After checking students’ answers, ask them to suggest a category for the words that are left (e.g. cool, stylish = fashionable). Suggested answers 2 bargain pices, fantasic value for money D absolutely delicous, entinctive, durable, good favour, ‘uaranted,hgh/top quality, something Special ay, totally fell, unigue, waterproof Suggested category for the remaining words (cool ssh) ould be tstonable O Exercise 4 ‘= Read through the descriptions (a-f) with the class. Encourage students to predict what sort of products could match the descriptions. «= Play the recording once for students to match the adverts with the descriptions and to see if any of their predictions were correct. 1 Check answers by playing the recording again, pausing it after each advert to check the answer. = After checking answers, ask students to suggest a product for the extra description (healthy and natural), e.g. a breakfast cereal, fruit juice, a shampoo. ‘answers le 2c 3a 4b Sf Tapescript 1 If yu cool, if you're no fool, come to our new shop, Bonzo Tshirts, in the High Street. Cool designs... top quality, materials. And everything at fantastic value. Real bargains! Don't miss your chance, Bonzo .. the coolest place for T-shirts intown. 2 Its Saint Valentine's Day next week .. and still nothing to ‘give your partner? Get something special for her at Scotts the Jewellers. Fantastic rings with stylish design .. and at prices you'd never dreamed were possible. Make her dream come true {at Scotts in the Albion Centre. 13 Feeling a bit peckish? Fancy something tasty? Mm, yummy. ‘Absolutely, mm, delicious. Why not try some Old Cheshire Crisps yourself? Fantastic flavour .. at a fantastic price. Old Cheshire Crisps. “4 February sales at Browns! Fifty per cent off all bags ~ yes, ‘fy per cent! Top quality leather designer bags. The latest, stylish designs from London, Paris and Milan. Fantastic value {for your money at Browns in Mill Stret, next to the cinema, 5 Our new selection of Marine Watches is out now. Marine Watches are extremely durable, they'e waterproof and totally reliable. All watches are guaranteed for three years. With Marine Watches you get guaranteed quality at bargain prices. Marine Watches, St Andrews Street. ‘Browns? (in Mill Street, next to the cinema) 5 How logis the quaanes for? (hee yer) Where is Marine Watches? (St Andrew's Street) gMobile F 17 Persuasion ‘KEY WORDS: Aoversin Exressions (2) ‘compact shape, debut performance, dreamy melodies, exclusive resorts, five-star restaurants, flat screen, full of fun, permanent Internet connection, luxurious suites, ‘masculine scent, natural ingredients, sensual and refreshing 1 Students read through the Key Words and check the ‘meaning and pronounciation in the Mini-dictionary. ‘= In pairs or small groups, students discuss which of the products they think the Key Words refer to. 1 The groups then feed back to the class. If students disagree, encourage them to give reasons for their answers. Students check their answers in Exercise 2. Reading Exerdse 2 1 Ask students to look at the pictures in the adverts and to say what they think each picture is advertising. 1 Tell students to read the advert fairy quickly to find the advertising expressions from Exercise 1 and to check their answers. Reassure students that they do not need to understand every word in the adverts at this stage. 1 Ask individual students to read aloud the sentences containing the expressions. Correct any serious pronunciation erors. (oO) SkiLLs Focus- ‘Answers a debut performance, dreamy melodies b exclusive resorts, five-star restaurants, fll of fun, luxurious « masculine scent, natural ingredients, sensual and refreshing 4 compact shape, lat screen, permanent Internet connection Exercise 3 ‘= Read through the expressions (1-6) with the class and check that students understand the vocabulary, e.g. come ‘ut (come on to the market). 1 Students do the exercise working individually. ‘= When checking answers, ask students to read aloud the ‘expression in the advert that gives the answer. Encourage students to guess the meaning of Its 0 piece of cake in advert 1 from the context and tell them they will have more practice with phrases like this in Exercise 5. ‘Answers 1D (the ‘rites’ recommend it) 2 mobile phone (Fee 5 mobile phone (it has the edge over al other models) / holidays (best holidays in the world) 6 mobile phone (14-day money back guarantee) 1» Read through the questions with the class and check that students understand the vocabulary (e.g. tempted, | exaggeration). «Students work in groups, discussing the questions. Remind students to use the Opinion adjectives on page 57. Tell the groups to make a note of their answers. Monitor but do not interrupt students’ fluency. 1 The groups report back to the class and see how much general agreement there is. 1 Encourage students to evaluate what was good or successful in their group discussion and what they found most difficult, e.g. Did they use opinion adjectives? Was it difficult to express their reasons for their opinions? Give the class your own evaluation and, if necessary, go ‘over any general language problems you noted when ‘monitoring the group discussions.Advertiong earse 5 s= Check that students understand the phrase idiomatic ‘expressions. Students may find it helpful to think of two ox three examples from their own language. + Read through the Strategies with the class and then use ‘the Strategies to work through the example (smooth as fone). Ask students if there isa similar expression in ‘heir own language. Advise students to make a separate section in their natebooks or vocabulary books for iciomatic expressions. Vocabulary: Idiomatic Expressions Exercise 6 1 Students do the exercise working individually or in pairs. ‘= Wen checking students’ answers, encourage them to ‘explain how they used the Strategies, e.g, What image does the expression create? What clues in the context were helpful? ‘Answers ic 2e 3a 4b 5i 6d 7f Bh 99 Exercise 7 ‘= Check students’ answers by asking individuals to read ‘aloud the sentences. 1 piece of cake 2 have the edge over 3 sit back 4 warm welcome 5 not tobe sniffed at _6 breath of fresh air Exerdse 8 ‘= Read through the instructions with the class. + Divide the class into A/B pairs. Student A reads about ‘Handycomt on page 129 and Student B reads about ‘Musicman’ on page 130. Help individual students if they have problems understanding any new words in their texts. «= Students work in pais, taking turns to ask and answer ‘questions. Monitor but do not interrupt students’ fluency. + Some of the pais can say one of their dialogues for the class to hear. Go over any general language difficulties with the class. 1 Ask students which product they think is most useful. Would they like (one of) these things? Exerise 9 «= Read through the instructions. Elicit suggestions for more products from the class. «= Ask one of the students to read aloud the example sentences. Elicit suggestions for other good things to say about the CD, e.g. type of music, any brand new music, the singer, the band, recommended by other people, price. Ask the class to suggest good things to say about different (non-music) products, e.g. guaranteed, free extras, style and colour, size, natural easy to use, reliable, durable. « Students work individually, making notes about their product. Remind students not to write complete sentences but just lst the main points they want to say. Monitor and help with vocabulary and pronunciation where necessary, Students may like to draw a picture of their product to show the class when they are talking about it. «= In turn, students tell the class about the product and, ‘mention the five good things about it. Encourage the rest of the class to ask questions at the end of the presentation if they wish. QUOTE ... UXQUOTE 1 Read the quote with the class. Ask students to give some ‘examples of ‘art forms’ (music, art, literature, dance, sculpture, film, photography). Ask students if they think advertising is an art form (giving their reasons). Do they think advertising is the ‘greatest’ art form of the last century? What new art forms do students think there will be in the twenty-first century? (text-messaging? computer graphics?)Models § 18 Classified Ads «= To practise using the vocabulary of classified ads. «To ‘verb forms to talk Te practise ing appropriate | Optional: some examples of the ‘classified ads’ sections from newspapers/magazines in the students’ country. In this lesson we revise and extend ways of expressing {n most cases the choice between them does not just depend on the context but on the speaker's subjective accommodation, birthday greetings, births, courses and. tuition, deaths, for sale/to swap, lonely hearts, lost and found, marriages, wanted ‘= Read through the Key Words with the students and give them time to check the meaning in the Mini-dictionary. « Students discuss which kinds of classified ads they find in newspapers in their country. If you have some ‘examples of classified ad sections from newspapers/ ‘magazines, show them to the class and ask them to classify the adverts using some of the Key Words. Exercise 2 « Tell students to read the adverts for general understanding and make a note of the sections in the Key Words that match them. «= Students can compare their answers in pairs before ‘checking answers as a class. @ GRAMMAR Focus ‘answers ‘courses and tuition B birthday greetings courses and tuition D births E courses and tuition F lot and found Gor sale H lonely hearts Exercise 3 «= Students read the adverts again and say which they would not trust much and why not. Suggested answers 'A Mr Universe in five days (It srt possible for anyone to build their body to become a Mr Universe in five days, | especially with no gym and no exercise needed. Also, you have | to send £100.) E Dog Talk (Dogs cannot talk!) O Exercise 4 «= Play the recording once and see if students can match the dialogues with three of the adverts. Point out that the first of the three dialogues is printed in Exercise 5. IF necessary, play the recording again ‘Answers 1C 28 3A | peace ] Sues Tm gong to take my driving test. Think it might help | ime get Job. Pat: Have you had any lessons yet? ‘Sue: No, Im having my first one tomorrow afternoon, Pat: What time? | ‘Sue: I finish classes at three oclock and I'm seeing my instructor afterwards. Pat: Oh, I may come and watch! No, onty joking! Who's your instructor? ‘Sue: Someone my mum knows. My mum thinks shell be good. ‘She's gt a hundred per cent pass rate. Pat: You should be allright, then. Pity about the weather. Look at those clouds. ‘Sue: Yeah, is going to rain, Tm sure. Pat: Listen, I think Il take this road, It’s quicker, And iL drop you off at the lights. Is that ok? ‘Sue: That's fine. 2 ‘Jane: Mandys having a party on Saturday? Are you going? Kate: Yeah, course I am. Tm going with Sue. Mandy always has good partis. Im sure it be really good fun. ‘Jane: Oh, do you think $0? Kate: OF course - you must come! I just know youl ove it! ‘Jane: Yeah. Will you have your mums car? Kate: Yeah .. don't wor. TU give you a lift Tl pick you up at your place, if you tke. Jane: Will you? Are you sure that’s olay? It starts at about mine ocock, you know. Kate: No problem. And I wont forget. Promise! 3 Mark: Look at ths. I think IU ty this couse. It looks interesting. It might help me get into the rugby team. deff: Let's have a look. A, you don't believe all that stu do you? Mark: Well, okay. I may not become Mr Universe, but it might be a good way of getting fit