Communicate 1

Teacher’s notes

Contents
Vocabulary Review
Speaking The Prepare to … units
Listening Using the Speak your mind! DVD
Functional language The unit and end-of-term tests
Final task Marking the tests

Introduction
Welcome to Communicate. The objective of Throughout the book, students are supported
the course is to improve your students’ oral by the Phrase bank columns located in the
communication. Each unit begins with the margin of the main unit lessons. These provide
vocabulary students will need in succeeding lists of topic-related vocabulary divided into
pages. It goes on to offer speaking activities, lexical sets to help students fulfil their lesson
listening practice and training in the use objectives. Additional information provided by
of functional language. A final task obliges the Phrase banks includes:
students to productively use what they have
learnt in preceding lessons. The last page of Useful language boxes to support students’
each unit is a review lesson to test students’ production.
acquisition of unit concepts. Language note boxes highlighting common
The book is divided into three blocks of five errors or key linguistic information.
units (which could be used one for each Culture boxes with relevant information about
term over an academic year). During the first the English-speaking world.
four units of each block, students encounter
language in realistic, situational contexts Pronunciation boxes which focus student
covering four syllabus areas: English in attention on production of individual sounds
the Personal Sphere, English at Work, as well as supra-segmental features of
Academic English and English in a Public pronunciation such as stress, rhythm and
or Social Context. The final unit of each intonation.
block is designed to provide students with an
opportunity to consolidate their learning. These Strategy boxes designed to help students
Prepare to ... units teach students through develop their speaking skills, by highlighting
graded productive tasks which could be used features of native speaker discourse.
to assess their progress or as preparation for
exams. Additionally, Unit and end-of-term
tests on the Teacher’s Multi-ROM provide a
summative assessment of student progress.

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Communicate 1
Teacher’s notes

Vocabulary
The aims of the first page of each unit are to ... Working together / checking answers
• establish the theme for the unit Student A: What have you got for A? / What
do you think about number 1? /
• provide students with activities designed
What about this one?
to review and extend vocabulary relevant
to the theme Student B: I think it’s ...
• consolidate this vocabulary through a Student A: Me too. / Really? I think it’s ...
series of contextualized tasks

Apart from using the Phrase bank to complete
This page often starts with a photo-related activities, you might also want to try the
activity or a short listening task to introduce the following ideas:
unit theme. The activities have been written to
offer very controlled practice in topic-related • Get fast-finishing students to take it in turns
vocabulary through matching target language to define words from the Phrase bank for their
to synonyms / antonyms, gap-fill exercises or partners to guess.
matching words to definitions. • As Phrase bank vocabulary is divided into
Language is generally contextualized later in lexical areas, get students to suggest titles for
the lesson, often through a short reading text. these.
Vocabulary is also consolidated via listening • Dictate additional words or expressions for
activities in some lessons. In these cases, each lexical area, then get students to classify
students typically listen to descriptions of key the words.
vocabulary and choose the correct definitions.
• Tell students to close their books, tell them
Other activities on the vocabulary page include the name of a lexical area then get them to
work on collocations and word families and compete to remember appropriate words or
personalization exercises. These are usually expressions for that area.
best done in pairs or small groups although All vocabulary from the unit is summarized
you might want, subsequently, to call on a few on the Review page and there is a complete
students to do the activity in front of the rest wordlist at the back of the book.
of the class. This ‘rehearsal’ stage is important
as it helps students gain in confidence. Indeed,
research suggests that student performance is
improved through task repetition.
While most activities can be performed on an
individual basis if you prefer, working in pairs
will increase opportunities for communication
and help activate the language. It’s therefore
important that your students are familiar with
English expressions they can use for this type
of classroom interaction. You might want to put
the following suggestions on the board or make
a poster with these expressions.

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Communicate 1
Teacher’s notes

Speaking
Many of the Pronunciation boxes use phonemic
The aims of this page are to ...
symbols. While it is not essential to teach
• develop the unit theme further these, knowledge of this script will help your
• activate and extend the vocabulary of the students keep better and more complete
previous page through a combination of vocabulary records and help them practise their
listening and speaking tasks pronunciation using dictionaries.

• teach an area of pronunciation related to At the foot of the page, students do a speaking
the language of the lesson – in particular, exercise in which they reproduce language
phonemes heard in earlier listening activities. Sometimes
they will also be required to rewrite a dialogue,
• provide opportunities for carefully adapting it so that it is true for them.
scaffolded spoken production using audio
material as a model A suggestion for helping students become
more aware of their progress is to ask them to
do this task, without preparation, at the start of
The context for this page is often established the lesson. They will, naturally, find this difficult
via audio material. A range of tasks oblige but when they do the task again, following
students to focus on these models of useful the listening, pronunciation and language
language. First of all, gist activities help focus activities, they should be able to see a
students acquire a global understanding of what clear improvement in their performance. This
is being said. These include matching dialogues improvement should be evident in terms of the
to photos – or identifying the speakers. Then, duration, content and confidence with which
more familiar tasks such as true / false and they speak. If possible, record the students’ two
multiple-choice exercises get them to focus on performances or give them a checklist to help
inferring meaning and understanding specific them monitor their progress.
information. Some tasks also require students
to complete tables or label graphs. Key
expressions are usually included in the
Phrase bank.
You can draw students’ attention to the
Pronunciation box at any time. However, we
recommend you do this after the listening
activities (in which they are often exposed to
examples of target sounds) and before the
final speaking exercise – to support their oral
production. In most cases, students listen to
examples of target phonemes and repeat them
or classify them. These activities are best done
in pairs, so students can help each other or
comment on each other’s performance.

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Communicate 1
Teacher’s notes

Listening
The aims of this page are to ... I normally eat fast food ... (frequency)
• provide extensive listening practice
My favourite type of fast food is ...
• develop students’ listening ability through
a range of task types In my part of town you can eat the
following types of fast food: ...
• extend and develop the theme of the unit
by adding cultural information
• extend the topic vocabulary through
contextualized integration of new lexis The listening tasks are always contextualized
and come from a wide variety of sources
including radio programmes, interviews,
For many students, listening is a particularly
conversations, presentations and speeches.
challenging classroom activity. It’s therefore
Students will often have to predict content or
important to do everything we can to boost
answers and then listen to check. Tasks tend
confidence so that it is a successful experience.
to move from general comprehension of gist
In many courses, the emphasis is on testing
through to understanding of specific details.
student performance. In Communicate, while
Comprehension is then checked via multiple-
giving students further opportunity to develop
choice tasks, completion of tables, true / false
their general listening skills we also use listening
questions, etc.
as a source of information and an impetus for
discussion. A good way of boosting students’ confidence is
to allow them, in pairs, to check their answers
The page generally starts with some visuals or
before listening for a second time to confirm
some factual information to establish the theme
their ideas. The emphasis here should not
and prepare students for listening. In the real
be on testing students’ performance, but on
world we generally have contextual clues when
making them more successful and confident as
we listen, or we can anticipate content to some
listeners.
degree. For example, if we ask for information
at a station ticket office, we can anticipate that Another useful technique is to return to
we will be told about destinations and routes a listening lesson at a later point in time.
and asked our preferences in terms of ticket Repeating the task or dictating an extract from
type (first class or standard, single or return, it – for more intensive listening practice – will
etc). Classroom listening often requires students reassure students that they are progressing.
to listen under pressure and without these This type of cyclical teaching is a great
clues. Lead-in activities are therefore designed way to increase confidence and improve
to compensate for this, to warm-up and on comprehension skills.
some occasions personalize the theme before
starting the main task. To further deepen this The listening page often finishes with a brief
experience, you may want to begin your lesson discussion question. This will be of particular
‘off the book’ by telling students to prepare one interest where the listening gives socio-cultural
discussion question or have students complete insights.
and then compare statements about the topic.
For example, in the unit about food (Unit 11),
you could tell students to complete and then
compare the following:

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Did Student A / B make himself / herself clear? responding positively/negatively. instructions. showing enthusiasm. the lesson often includes written problems in the conversation? practice (for example dialogue completion. should you prefer to teach the lessons facilitate this you could break the activity down in a different order. remind students of the into the following steps: theme before proceeding. ordering of conversations.. intonation. Tell students to swap roles and repeat the normally occurs. students are asked to sort and activity. etc) followed by a Which of the functional language expressions further short listening to check comprehension. Communicate 1 Teacher’s notes Functional language The pronunciation focus on this page is on The aims of this page are to . Organize students into groups. As such. information? To consolidate student acquisition of this Did you manage to resolve any communication language. connected speech features) A final speaking activity helps to consolidate the • provide further opportunities for lesson’s target language. when we discuss The following questions are useful to focus plans for getting together with people we tend students on their performance at the end of the to use a range of micro-functions (suggesting. given adequate time to prepare and rehearse.indd 5 3/27/12 3:20 PM . suggesting alternatives. students to complete exercises containing 2. did you use? 5 © Macmillan Publishers Limited 2012 Comm1_TeachersNotes. Reorganize the class into A / B pairs to sentences extracted from the listening lesson. For example. you 1. supra-segmental features: aspects of phonology • highlight functions of spoken language beyond the level of individual sounds. Students will be more previous page as the target language in this successful in completing this task if they are lesson is generally drawn from the listening. Give them could write some key words on the board and time to work on one of the roles in the have students work in pairs or small groups to task (one group works on the Student A remember the content of the listening. the other on the Student B The target language is presented through asking instructions). did you find out everything you match a range of phrases to the purpose each wanted to know? Did Student A give clear serves. making arrangements. For example. classify these phrases so that their purpose becomes clear. roleplay the conversation a first time. Key phrases are sometimes provided in the Phrase bank for easy reference. so pronunciation (stress. To However. etc). This gives heard in the previous listening students practice of analysing chunks of natural speech to identify things like word linking or • provide controlled practice of functional sentence stress. language from other exponents with which it 4. students have to Student B. This generally requires speaking practice students to invent their own version of a dialogue or do a roleplay based on a model that There is a strong link between this and the they have already heard. Since it is 3. The focus is as much on language exponents reception – noticing and identifying the effect of • highlight key features of English these features – as on accurate production. Let them move into different A / B pairs to difficult – and unhelpful – to isolate functional continue practising their roles.. task. these boxes are supported by audio tracks.

while others are necessarily interactive. • provide students with the opportunity this will be improved by providing sufficient to do an extended speaking task in an time for preparation – including time for note- authentic situation taking.. when making a complaint. students can perform in front of groups. students can change pairs to • highlight strategies used by successful increase the opportunities for performance and speakers task improvement. for example giving directions. before having another opportunity students a chance to reutilize target vocabulary to try. 6 © Macmillan Publishers Limited 2012 Comm1_TeachersNotes. The teacher’s role is are obliged to use formal language. students speak English in the class. such encouragement and linguistic support. For example. Some to ensure students are on task and to provide lessons have a more individualistic focus. strategies which highlight the practices of successful speakers are given and linguistic support is provided by Useful language boxes. Example tasks are modelled through audio material. time for students to think through what they are going to say – and opportunities for • focus on positive and negative students to repeat tasks. thus giving performance. For opportunity that each individual student has to example..indd 6 3/27/12 3:20 PM . successful student performance and again. While much of the preparation for these tasks has been carried out through the preceding pages. and functional language seen earlier. and then perform again after the teacher has The final task provides an opportunity for regrouped the class. it will greatly increase the depending on the formality of the situation. When giving presentations. when performance aspects through listening enacting roleplays. students students to bring together the input of the unit in can perform and receive peer feedback on an extended speaking task. students are given all the support necessary on this page to help them complete their task successfully. Tasks are drawn from a variety of real-life situations which While working in groups may seem a little require students to deploy diverse registers chaotic at first. The task connects the positive and negative aspects of their with the thematic content of the unit. as when students make a presentation. Communicate 1 Teacher’s notes Final task The emphasis on this page is very much on The aims of this page are to . Alternatively.

adding • provide consolidation and further practice an example to each category. dividing words of the three main input areas in each unit: into lexical sets. including finding the odd one out. using the page as language focus task. a quiz. On occasion. answers with the whole class. • Students work through each section in pairs. either with the teacher reading out the questions and students working in pairs to note answers. underlining of target sounds or discrimination pooling their knowledge before you check between two phonemes.. types. Functional language is reviewed by an initial • Students work individually. listening is –  Pronunciation also used.. The pages. for example with students having to –  Functional language choose from a list the word that the speaker is • provide a comprehensive list of the defining. in which students may a kind of informal ‘test’. have to order a dialogue or categorize functional • Students do the activities at home. Communicate 1 Teacher’s notes Review Vocabulary activities are of a wide range of The aims of this page are to . correcting mistakes and –  Vocabulary matching activities.indd 7 3/27/12 3:20 PM . or with pairs volunteering to go ‘head-to-head’ against another team in front of the class to win points. Tasks include categorization of example activities can be done in a variety of ways: words according to the phoneme they include. version of the dialogue they put in order • You could turn the page into a competition or previously. language input in the unit Pronunciation activities extend and provide further practice of Pronunciation boxes earlier in the unit and should therefore only be used if you The final page gives students a chance to have focused on this language on preceding review and consolidate language input. 7 © Macmillan Publishers Limited 2012 Comm1_TeachersNotes. This is consolidated through a productive activity in which students have to • You could use activities as warmers to review practise a dialogue or perform an alternative as you progress through the unit. then swapping to correct each other’s answers. exponents.

The aims of these units • provide an opportunity for students to are to . Remember boxes refer students back to previous work (for example in Unit 10. including Designing an awareness-raising Giving reasons for and Unit 10 comparing and contrasting campaign for an issue that concerns against two photos you Describing an event.. listen to good and bad models of task performance and perform a consolidation task. In Unit 15. performance is individual and students are encouraged to plan and structure their presentation carefully.. After listening to and analysing model performances and focusing on useful language. PowerPoint presentations. The final section of each Prepare to . units Units 5.. unit is a project. while at the same Each unit has a broad theme which is At the same time. the three units all have a developed through the six pages of the unit. students work in pairs or groups to prepare their project. Input and models are given through listening and Useful language boxes are provided. engage in a project combining topic • provide further opportunities for students to research with an opportunity for oral practise spoken English presentation • provide input of vocabulary to support • provide the teacher with several extended students in task performance pieces of spoken English which could be • provide opportunities for students to used for assessment purposes practise listening skills. including Staging a formal Planning a visit to an event that Unit 15 describing similarities and debate interests you in Britain differences and opinion-giving On the first two pages of these units students develop relevant vocabulary. including Planning a weekend in your city for a Unit 5 Making a speech speculating and opinion-giving group of foreign students Describing people.. Linguistic support is provided by a Useful language box. There is scope here for guided research outside the classroom and for the preparation of additional materials (such as visuals. The demands of the tasks in each section increase across the book and in Units 10 and 15. Communicate 1 Teacher’s notes The Prepare to . 8 © Macmillan Publishers Limited 2012 Comm1_TeachersNotes. students on positive performance these should come at the end of each term in a aspects typical academic year.. students prepare to perform a different genre of oral presentation. consistent structure and focus on three The themes are: set-piece speaking tasks: • places (Unit 5) • describing a photo • people (Unit 10) • an oral presentation • events (Unit 15) • a project The overall content of the units is as follows: Photo Oral Presentation Project Describing a place. In Units 5 and 10.. 10 and 15 are consolidation units.indd 8 3/27/12 6:51 PM . In each of the units. time providing listening models to focus Positioned at the end of each third of the book. students are encouraged to remember language used to describe photos in Unit 5). students stage a formal debate. etc) to improve the impact of the presentations.

. Communicate 1 Teacher’s notes Using the Speak your mind! DVD through the Did you know? feature. students watch Unit 13 University of life Gap years again to answer the ten questions. These focus the students’ interview with the speaker. action. a focus on functional language extracted from the dialogues and an opportunity to listen English becomes most meaningful to students to and repeat key expressions to improve when they see it used by real people in a pronunciation. The following suggestions are intended to offer The episodes on the DVD can be used at any additional activities you may want to do in class. the best way for students to experience this is for them to • Section 3 uses a ‘talking heads’ approach. These are: • Sit students in pairs with half the class facing Speak your mind! the screen and half facing away. giving their this is not feasible for most students. Unit 2 Life choices Leaving school Unit 3 Study abroad Leaving home • Play Section 2 silently and have students guess the situation. The To support your work in the classroom. play Section 1 Communicate units episodes silently. Worksheets. The aims of been deliberately written to concentrate on the the DVD are to .. This includes school-leavers on-screen comprehension questions. students role-play an on pages 95–102. skills • In Section 2 we follow three British school • give insights into the lifestyles. audiovisual format • Section 1 uses documentary-style information • offer additional comprehension activities to introduce the theme. Unit 9 Getting around Transport • Students listen to Section 3 and write a Unit 11 Eating out Eating out comprehension question. elicit ten questions Unit 12 Young workers Getting a job and write them on the board. • provide further cultural input in an Each DVD is divided into three sections. to consolidate student subsequently they turn the notes into comprehension of the DVD. time but we recommend they are viewed after • Play Section 1 silently to have students guess the units that they are intended to enrich. A narrator gives • consolidate student acquisition of background cultural information about the functional language and pronunciation topic area in relation to the United Kingdom. can be found interview questions. recognizable context. comprehension questions which follow have Communicate comes with a DVD. travel to an English-speaking country. students who can see the screen describe what they can see to their partners. rather than linguistic features. • Students watch Section 3 and take notes. Unit 4 Shopping Appearances • After watching Section 2. people of a similar age to them in Britain. attention on the cultural content of the episodes 9 © Macmillan Publishers Limited 2012 Comm1_TeachersNotes. Obviously. as the • enrich the experience of learning English episodes themselves have lots of on-screen for students and teachers activities. Given that Individuals talk to camera. ask students to Unit 6 Free time Free time roleplay the situation in their own words.indd 9 3/27/12 3:20 PM . career leavers as they make decisions about their plans and decisions of three typical British future studies and careers. the Speak personal experience of the topic. the theme from the visuals. The your mind! DVD offers them the second-best majority of speakers are students at British thing: a close look at the culture and interests of universities.

language and functions • provide an opportunity for on-going The speaking sections of the tests could be continuous assessment (unit tests) administered to large groups of students working in pairs while the teacher moves around • provide an opportunity for more formal the room invigilating and monitoring progress. This will also facilitate Unit tests – Having completed the main unit recording of paired performance for assessment lessons. In each case we recommend that you instruct students to look back at the Review pages from the preceding four units. with an opportunity to consolidate their understanding and prepare for the unit test. 10 © Macmillan Publishers Limited 2012 Comm1_TeachersNotes. You could use this lesson in either of the following ways: • You may prefer to send the Review page home as homework for the students before administering the test but please be aware that these pages contain some pair-work activity. Communicate 1 Teacher’s notes The unit and end-of-term tests Procedure Each test obliges students to demonstrate that Unit tests are provided at the end of each unit. End-of-term tests – These tests are to be administered upon completion of the Prepare to … units (Units 5. the speaking tests are designed confidence and familiarity with target for students to do in pairs. The Phrase banks on these pages are particularly useful in helping them revise the vocabulary. evaluation (end-of-term tests) However. • You could tell students to work in pairs to test each others’ knowledge of the unit vocabulary by using the Review lesson Phrase bank. 10 and 15). the Review page provides students at a later date.indd 10 3/27/12 3:20 PM . The aims of both of these test • Vocabulary and functional language types are to … • Listening skills • help students review and consolidate their • Speaking skills progress in vocabulary acquisition and listening and speaking skills While the vocabulary and listening sections of the tests can be administered to students on an • provide teachers with an idea of students’ individual basis. they have acquired and can use a range of … End-of-term tests are to be given after each block of 5 units. You may want to give When to carry out the tests the rest of the class written tasks to work on while each pair performs. We recommend that you administer the test soon after the students have worked through the Review lesson. teachers will probably get more information about student progress if just one pair performs at a time.

naturally. This reflects the degree of difficulty that performance of a productive skill (like speaking) presupposes. Student makes little or no effort to communicate Total score: /60 11 © Macmillan Publishers Limited 2012 Comm1_TeachersNotes. the balance of marks available for each of the sections gives greater weight to the vocabulary section. Student makes minor mistakes that confuse the message 0–4 Students use a poor range of vocabulary. The message is confused Speaking production 0 1 2 3 4 5 6 7 8 9 10 8–10 Student produces extended utterances and uses appropriate connectors 5–7 Student knows what he/she wants to say but the flow of language is slightly disconnected 0–4 Message is difficult to follow and rather incoherent Pronunciation 0 1 2 3 4 5 6 7 8 9 10 8–10 There are no major difficulties with understanding the student’s utterance 5–7 There are some difficulties with understanding the student’s utterance but the overall message is comprehensible 0–4 Problems with pronunciation make the message difficult to understand Speaking interaction 0 1 2 3 4 5 6 7 8 9 10 8–10 Student is able to initiate and engage in conversation 5–7 Student initiates conversation when prompted and responds to questions from the examiner or another student 0–4 Language is seriously restricted. final message 0–4 The overall output from the student is confused and unclear. While spoken production is. In the end-of-term tests. Evaluation chart and assessment criteria 8–10 Very good attempt 5–7 Adequate attempt 0–4 Poor attempt Name: Class: Grammar 0 1 2 3 4 5 6 7 8 9 10 8–10 Student uses a wide range of grammatical structures accurately 5–7 Student makes mistakes but these don’t impede comprehension of the overall message 0–4 Student uses a very limited range of grammatical structures. In the unit tests. very difficult for students. Student shows little understanding of what the examiner or another student says Global achievement 0 1 2 3 4 5 6 7 8 9 10 8–10 The overall contribution puts little or no demand on the listener 5–7 The listener needs to engage with the student to clarify difficulties in comprehension. Student’s message is full of mistakes and is unclear Vocabulary 0 1 2 3 4 5 6 7 8 9 10 8–10 Student uses appropriate vocabulary 5–7 Student uses a limited range of vocabulary but paraphrases successfully. we also recognize that it is very difficult for teachers to assess too.indd 11 3/27/12 3:20 PM . Communicate 1 Teacher’s notes Marking the tests Marking the unit and end-of-term tests A suggested score is given for each of the test activities. This reflects the greater demand of these sections in the end-of-term tests. There is an understandable. while the speaking section has a potential score of 60 marks. The table reproduced below is intended to help you in this task. the combined score for the vocabulary and listening sections has a potential total score of 40 marks.

you could create and project a the end. They should make notes of common in their town / country. Pairwork. words in the Phrase bank before discussing the labels. Extra! (Lead in) 6. Give students a couple of minutes to prepare the social groups and say which groups are before speaking. At theme. ‘a real laugh’ and ‘a pain’ are all slightly informal • Describe levels of interest expressions but are very commonly used in everyday spoken English. As a follow- up. Drill pronunciation of the adjectives. Listen to check. Ask students to identify 7. Students listen and complete the extracts. who have to identify the writer. Ask students to read the whole extract before completing the text. Note: any of the eight adjectives in 3 can be used. You could ask students to cover the practise natural speaking than to read aloud. relevant vocabulary but should not write their description in full as it’s more important to 1. After each description. 4. • Describe different social groups • Describe personality Language note: ‘a good mate’. 2. pause the To focus the students and lead into the CD and allow time for students to confer. Ask students to find antonyms. shuffle sentences. Ask students to write a sentence to talk about their own interests using this construction. Then check to see if the names concur with the options given. Pairwork. 3. In turn students pick a sentence and read it to the group. Then check answers with the class. Working in groups. Communicate 1 Unit 1: Meeting up Vocabulary Page 4 5.indd 12 3/27/12 3:20 PM . Alternative: students write their sentences on strips of paper. Highlight the construction ‘be (quite / really / not really) + into’. 12 © Macmillan Publishers Limited 2012 Comm1_TeachersNotes. Pairwork. an image bank). Students work together to decide if Aims the adjectives are positive or negative. play the track right through again montage of different social groups (copy and without stopping for students to do a final paste onto PowerPoint presentation from check. ask students to choose one adjective to describe themselves and explain why. Have students read the sentences to the class.

Before listening. Students 1. they move ask them to practise saying the dialogue. Then introduce themselves.indd 13 3/27/12 3:20 PM . ask students Aims how Clare and Danny know each other. This is a type of party for dialogues. 2. At the end of the gradually covering their notes until they can meeting phase. Note: some discuss who we can see. talk about the photos: complete the expressions. Couples have a limited go back and check to see how many of the time – often only a couple of minutes – to new expressions they’ve incorporated. Pairwork. Language note: ask students if they can remember how Anna introduced Clare to Peter. Pairwork. Students order the dialogue. Ask some students to arrange to meet for a longer conversation if perform their conversations in front of the they feel there is someone they could get on class. Communicate 1 Unit 1: Meeting up Speaking Page 5 3. predict the expressions from the Phrase bank can be relationship and where the people are. Students work in pairs to write is speed-dating. Note: In Dialogue 2 (photograph C) the girl 5. then listen to check.). They’re both students. they have the opportunity to say it from memory. They’re studying • Pronunciation /eɪ/ the same thing. ask them to strangers to meet. Referring to the dialogue in 2. As students finish. Listen used more than once. on to meet another person. Then read the Language note. Elicit • Describe how we know people different ways we could express this (eg They’re on the same course. to match. They know each other from university. After this. 13 © Macmillan Publishers Limited 2012 Comm1_TeachersNotes. 4. well with.

Give students time to read the questions and predict answers before listening. 4.indd 14 3/27/12 3:20 PM . Listening. give them a chance to check answers in pairs before listening to track 1/09 a second time. they give each other instructions for setting up a social networking account. Communicate 1 Unit 1: Meeting up Listening Page 6 Culture box: after reading the box you could Aims ask students to write five common internet • Describe how to set up an internet account abbreviations from their own language and translate them into English. 14 © Macmillan Publishers Limited 2012 Comm1_TeachersNotes. you could write the answers in jumbled order on the board before they start listening. If students find it difficult. • Practise listening for specific information in the context of a radio programme Extra! (Homework) 1. 5. internet for information about the number Additionally ask students which sites are most of users of different social networking sites popular in their country and which sites they they know. Ask students to do the exercise individually and then check in pairs before listening. Extra! (Additional activity) For additional speaking practice. 2. Extra! (Mixed ability) If some of your class find listening challenging. ask students to look on the discuss the questions with the whole class. This helps reduce nervousness and promotes successful listening. 3. Working in pairs. ask students to close their books. Students listen and complete with numbers. prefer and why. Get students to look at the logos and For homework. This gives an opportunity for stronger students to help weaker ones.

indd 15 3/27/12 3:20 PM . have them identify key expressions in the questions (eg 1: ‘different social groups’) and write them in Extra! (Additional activity) their notebooks before doing the matching You could go on to read the Culture box activity. 15 © Macmillan Publishers Limited 2012 Comm1_TeachersNotes. 2. Pairwork. 1. see if they can reconstruct the dialogue. or put students in pairs for a head- way. Working together. Ask students to try to complete the questions. Put students into different pairs to ask and answer the questions. then listen to check. and talk more about the pros and cons Strategy: ask students why the speaker starts of school uniforms. To help students with the task. students discuss Aim their answers to the questions for a few • Ask for and give opinions minutes. It’s important to allow time for students to generate ideas as this will help their confidence when speaking. 5. Either hold a to express them. Put students into two answer (a) with ‘Well’. After reading the dialogue a couple of times. Focus on how we use groups of A and B. ask students to close their books and go back to the key expressions they wrote in their notebooks in 2. Ask As to brainstorm these expressions to ‘buy time’. Using these as prompts. Communicate 1 Unit 1: Meeting up Functional language Page 7 4. Ask students to underline class debate with As on one side and Bs on other expressions the speaker uses in this the other. to-head for-and-against discussion. 3. allowing us reasons in favour of school uniforms and Bs time to collect our ideas and think about how to brainstorm reasons against.

Ask students to look at the cartoon. 4. Extra! (Lead in) Pronunciation note As a lead in. so we need another verb in the infinitive. Language note It’s helpful to focus students on the grammatical clues that help them do this task: • Questions are formed with either an auxiliary verb or be so question 1 needs to have one of these. eg How are the mother before regrouping into A / B pairs for the and the teacher feeling?. 16 © Macmillan Publishers Limited 2012 Comm1_TeachersNotes.indd 16 3/27/12 3:20 PM . Give students time to prepare. mother thinking about?. write ‘Parent-teacher meetings’ We normally use a falling intonation for on the board and elicit the types of things Wh. Communicate 1 Unit 1: Meeting up Final task Page 8 3. Listen to the conversation to check if they were right. either 1. Aim Pronunciation: do the Pronunciation box • Ask for and give opinions before the final interview. as in a).questions and a rising intonation for that are typically spoken about in these questions with Yes / No answers. Students match the two parts of the question and then decide who asks each one. Ask some individually or in pairs of As and pairs of Bs. questions about it. • In question 2 we have an auxiliary verb. which makes b) the logical continuation of question 3. meetings. Listen to check. You could write their ideas on the board. therefore c) is a logical link. Who and what is the interviews. 2. • We use the gerund after prepositions. etc and predict ways to finish the questions.

Share ideas with the whole class. Again elicit students’ ideas about what the The most common public examinations three options mean (see if they can guess in the English school system are GCSEs what a sandwich course could be. Before listening. Ask students in pairs to A course of study which prepares you for a brainstorm different options young people specific job (vocational training) have for work and study when they reach this age. Then read out the following definitions Extra! (Lead in) and ask them to say which word is being defined: To focus the students and lead into the theme. 4. Ask students to listen and complete the conditional on students achieving certain table. Culture note 2. you could write ‘16’ (or the age in Official exams students take in Britain at the your country at which compulsory education age of 18 (A levels) ends) on the board. Point out that the expression in blue is probably the more natural option to use. Ask students to find synonyms from options 1–4. Students complete the speech bubbles with the expressions. 17 © Macmillan Publishers Limited 2012 Comm1_TeachersNotes. for (General Certificate of Secondary Education) example) and if necessary. 5. For class feedback it could be helpful to copy the table onto the board and elicit answers from the students. Communicate 1 Unit 2: Life choices Vocabulary Page 10 Aims Extra! (Mixed ability) • Describe options for further education If you feel some of your students need • Use verbs and synonyms related to work more support with new vocabulary. listen again. Then check in pairs and listen again grades in their A-level subjects. Check. Listen to complete with the speakers’ names. before and study doing 4 ask them to read the Culture box and discuss the meaning of the words in pairs. Highlight the words in blue in the speech bubbles. ask students to explain the difference between the three options (sixth Jobs which are free and available for new former: someone aged 16–18 who continues workers (vacancies) studying at school or at a separate sixth- form college). The opportunity to work beside experienced workers and learn on the job (apprenticeships) 1.indd 17 3/27/12 3:20 PM . Check in pairs before whole- class feedback. University entrance is normally 3. taken at 16 and A levels (Advanced levels) taken at 18. if necessary.

Aims Then listen again if necessary. their choices and options. Ask students to match the two parts of subjects the expressions. Ask students to listen and complete the table. Before starting the page put students in pairs for a competition. Communicate 1 Unit 2: Life choices Speaking Page 11 3. 18 © Macmillan Publishers Limited 2012 Comm1_TeachersNotes. but that they attend different types of schools. Pairwork. Remind them to use • Practise listening for specific information in grammatical clues to help. Then listen to the context of a conversation check. Ask students to read the complete dialogue education before deciding which words go in each gap. see which pair can write the longest list of school subjects. Alternatively play the final part of Extra! (Lead in) CD track 1/16. With a two-minute Extra! (Mixed ability) time limit. After listening once. Students now personalize the which subjects from the Phrase bank are language. give them time to check answers in pairs before either giving them a second chance to listen or checking the answers with the class. they can read it in front of the class for everyone to check their answers. 1. Before listening. Afterwards. If some students finish more quickly than ask them to open their books and compare others. When the others have finished. Write ‘compulsory’ and ‘optional’ on the board and ask students to explain the difference. take some time to practise at this point before continuing. by writing a similar dialogue about compulsory or optional in their country.indd 18 3/27/12 3:20 PM . Ask students to discuss the answers in pairs. • Speak about options in sixth-form 5. get them to practise reading the their list with the Phrase bank on page 11. Pronunciation box: if this sound is difficult for your students. • Review and extend vocabulary for school 4. Then ask them to discuss 6. This is important so that they have • Pronunciation: words starting with ‘s’ an overall idea of meaning. 2. After working individually. explain that Rhona and Alex are both sixth-form students in Spain. ask them to check their answers in pairs. dialogue.

Check answers with the whole class. then give students time to check answers in pairs before checking with the whole class. ask students to look on the internet to see if they can find any websites Extra! (Lead in) in English offering careers information and guidance. Communicate 1 Unit 2: Life choices Listening Page 12 3. 2. Have some students read out their example. Ask students to check their spelling with the text. Listen again. using expressions from the information in the context of an informal Useful language box. 1. After a few minutes. To ensure the questions are clear.indd 19 3/27/12 3:20 PM . • Speak about different forms of career advice Extra! (Homework) • Contrast different options For homework. Useful language: ask students to read the expressions and ask what they have in common (that they are all used to contrast different options). 19 © Macmillan Publishers Limited 2012 Comm1_TeachersNotes. Before listening. Put students into groups of three or four. Ask Aims them to discuss the pros and cons of each • Practise listening for gist and specific of the options. The aim of the first listening is for students to gain a general understanding of the text. elicit possible answers to the two questions before listening. Then ask what type of careers advice is available to them. ask meeting a different student to feedback their ideas to the class on each of the points. dictate the short text from the Culture box. Ask each student to choose one expression and write an example sentence using it. give students time to read the options and see if they remember any of the answers from the first listening. With books closed.

Checking this exercise will probably be easier 2.indd 20 3/27/12 3:20 PM . Give them Pronunciation box: with books closed. 20 © Macmillan Publishers Limited 2012 Comm1_TeachersNotes. elicit the difference between natural. Fast finishers could reverse roles examples again. Ask students to work in pairs and put the expressions in the correct part of the table. Listen to the correction. Before starting. Then compare them in pairs. While producing these features when speaking will make students sound more 1. help and provide individual consonant and vowel sounds. and write them up. time to read the role cards and prepare as play the CD and ask students how many indicated. Ask students to work individually to complete if you copy the table onto the board while the sentences. 3. Using pairs. they’re working and then elicit the answers Elicit some examples from the whole class. it’s equally important to raise their a ‘suggestion’ (offering an idea) and ‘advice’ awareness of such features to help them (telling someone what you think they should recognize words in context when listening. do). Ask them to roleplay the situation in words they hear in each sentence. Communicate 1 Unit 2: Life choices Functional language Page 13 Aims Pronunciation note • Make suggestions and give advice Consonant-vowel linking is just one of the • Respond to suggestions features of connected speech in English. pausing after each one for and repeat the roleplay. students to repeat. highlight how we link class to monitor. While they’re doing so. walk around the the Pronunciation box. Divide students into A / B pairs.

Extra! (Lead in) Extra! (Additional activity) Ask students if any of them have ever attended a summer camp. Give students time to read the questions. When they have finished.indd 21 3/27/12 3:20 PM . ask students in pairs to prepare a list of things Maria could have done to improve her performance in the interview. Communicate 1 Unit 2: Life choices Final task Page 14 3. ask them to compare their ideas with those listed in the Strategy box. Ask them to You could extend the activity by having tell the class about it (Where? How long? interviewers interview several different Who was there? What type of activities did candidates and then give their opinion on they do?). Give students time to read the role cards Aims and prepare. Repeating the activity enables students to improve their performance and has been 1. shown to increase confidence and linguistic 2. After the students have done the roleplay. who they would choose for the job and why. 21 © Macmillan Publishers Limited 2012 Comm1_TeachersNotes. Strategy box: with books closed. Allow time to check answers in pairs and listen a second time before checking answers with the whole class. ask the interviewers how well • Prepare for and practise a job interview the candidates performed and which of the strategies they used. then sophistication. either individually or in groups • Practise listening for gist in the context of of As and groups of Bs before regrouping a formal interview into A / B pairs. Pairwork. play the CD.

. who has? Give time for students to talk in pairs before opening up the discussion with the whole class and reading the Culture box. ask one to country to go abroad to study English? close their book while the other defines new b) Where do they go? vocabulary from the Phrase bank for him / c) Have you been or do you know anyone her to identify. Before listening. it may be worth pointing out that they might get more practice of English if they choose a smaller place with less likelihood of coinciding with a lot of their compatriots! 22 © Macmillan Publishers Limited 2012 Comm1_TeachersNotes.indd 22 3/27/12 3:20 PM . Ask students to read the • Practise listening for gist first section of the text (down to the red • Describe different types of student line) before trying to complete the gaps. Tell the students that the second part of the Extra! (Lead in) form is about paying for a course. Ask students if the experience sounded positive overall. if students ask your advice on where to go. you could dictate or write the complete the definitions in 3. explain that the first three items in • Use expressions connected with payment this section of the Phrase bank are places to for a course stay and the latter three are options relating to food and meals. give students time to read the phrases in the first section of the Phrase bank and check vocabulary. Oxford and Cambridge are among the most popular destinations for language students in Britain. (feel homesick). 3. following questions on the board for students to discuss: Extra! (Mixed ability) a) Is it common for young people in your If some pairs finish before others. Culture note London. Introduce the idea of finding out about Aims courses online. Ask them To focus the students and lead in to the to read the text and then work in pairs to theme. To confirm understanding you could give definitions for students to complete. for example When we are sad because we are not with our family and friends we . 1. Ask students to listen and then check answers in pairs before class feedback. However. If accommodation students need additional support with the vocabulary.. Communicate 1 Unit 3: Study abroad Vocabulary Page 16 2.

Communicate 1 Unit 3: Study abroad Speaking Page 17 4. Students listen to complete the phrases and Aims then choose between the two verb forms. ask students to work in pairs. information in short extracts • Speak about different people connected Language note with a language school It’s worth highlighting the form we use after • Speak about preferences each of these expressions as follows: • Pronunciation /s/ and /ʃ/ (would) prefer + noun + (object pronoun) + to + infinitive 1. Give students time to read the sentences before listening again to decide which are true and which are false. Before listening. 3. 23 © Macmillan Publishers Limited 2012 Comm1_TeachersNotes. Pairwork. Extra! (Additional activity) To extend this activity. Give time to check in pairs before conducting feedback with the whole class. students could work in pairs to test their partners in the same way. Pairwork. elicit definitions for the four would rather + infinitive roles in the first section of the Phrase bank. 5. 2. Afterwards. they read their list of questions and other students identify who they are speaking to. Each pair chooses one of the people and writes a list of five questions they could ask this person. • Practise listening for gist and for specific Then focus on the Language note box. Pronunciation box: after listening to identify the words on the CD.indd 23 3/27/12 3:20 PM . Students listen to identify the speaker in each I’d like + to + infinitive extract.

ask students to For homework. Communicate 1 Unit 3: Study abroad Listening Page 18 2. Listen the context of a phone conversation again. Before listening. have students read definitions to the class and ask other students to identify the expression. give students time to read Aims the options and see if they remember any of • Practise listening for specific information in the answers from the first listening. • Pronunciation /ɔː/ 3. Give time to compare answers in pairs before whole-class feedback.indd 24 3/27/12 3:20 PM . Ask students to discuss which course options they would choose and why. When they are ready. then give students time to check • Speak about different course and social answers in pairs before checking with the options at a language school whole class. Extra! (Additional activity) Ask students to work in pairs and write definitions for six of the expressions in the Phrase bank. Ask students to read the information in the • course types Brighton Academy of English pamphlet. Extra! (Lead in) Extra! (Homework) With books closed. ask students to look on the brainstorm questions they could ask to find internet for information about a language out about different aspects of a language school in Britain and come to class prepared school course. 24 © Macmillan Publishers Limited 2012 Comm1_TeachersNotes. Play the CD and ask students to answer the rest of the questions. to talk about the following: • location 1. Then read Javi’s notes and see if they can already • accommodation options answer any of the questions.

from the Phrase bank. pronunciation. Ask them to read the role cards and then table. While checking. This is a good way to get students to use a wider pitch range and sound friendlier and more interested. Then regroup students into A / B pairs to roleplay the conversation. do some drilling of give them time working together to prepare. After this. ask students to open familiar with it. Communicate 1 Unit 3: Study abroad Functional language Page 19 2. Ask students to add the new expressions to Aim the table. You could inject a bit of fun into pronunciation practice by having a card with a smiley face on one side and a grumpy face on the other. Elicit who says each of the expressions in 2. You could start with books closed. For feedback. Check at the board. Ask fast finishers to practise saying the This will clarify the meaning of the different conversation in pairs. Show the students one of the faces and have them repeat the question with appropriate intonation. ask them to close their books their books and add the other expressions and try saying it from memory. As they become more functions. Pronunciation note In the context of this type of phone conversation. Draw the table on the board with the headings and then read the example expressions at random and Extra! (Mixed ability) have students decide which group they go in. Put students into groups of As and groups of the expressions or project the completed Bs. either copy the table onto the board and elicit 4. using friendly intonation is important. of a phone call Then ask students to order the expressions correctly in the conversation. 1. 25 © Macmillan Publishers Limited 2012 Comm1_TeachersNotes. • Ask for and give information in the context 3.indd 25 3/27/12 3:20 PM .

correct and note any errors you could bring to the attention of the class later. Ask each group to prepare a summary of Aims their conclusions and an explanation of the • Practise prioritizing and negotiating reasons for their choice. the whole class. or of focusing on any good options. Join pairs into groups of four. strategies Then ask a representative from each group to • Use appropriate language to feedback on present their ideas to the class. it’s a important and why. Monitor as they speak. It’s important that they explain their reasons. Ask students to work individually to choose the facility or service they consider the most After this type of speaking activity. conclusions Note 1. examples of language that you heard or After this. Communicate 1 Unit 3: Study abroad Final task Page 20 5. to help. This should consist of two parts: 2. Elicit some answers with good idea to give some type of feedback. Students go through each of the basic errors. discussing the pros and cons. but didn’t know 4. Pairwork. Ask the class to listen to students doing • encouraging feedback on how well they the task. in terms of eliciting correction of any 3. ask them to rank the services supplying language your students needed from 1 to 8. Students have to negotiate to agree on the four most important services. The focus here is on identifying performed the task (remember the focus successful strategies for this type of here is on completing the task rather than conversation. After listening elicit the types 100% accurate language use) of things which successful speakers do in a • highlighting language – this could be negotiation. incorporating the • Practise listening and focus on speaking expressions from the Useful language box.indd 26 3/27/12 3:20 PM . They should work together at this point. 26 © Macmillan Publishers Limited 2012 Comm1_TeachersNotes.

a)  Which shop do you go to most often? ‘Aisle’ is similar to ‘corridor’. jobs in the first section of the Phrase bank. call out the following list of pairs. Check pronunciation of ‘receipt’ /rɪˡsiːt/ and Extra! (Lead in) check student understanding by asking Ask students to discuss the following them when we get a receipt (after paying) questions in pairs: and why it is important (in case we need to return something). there trainers at a good price (factory outlet). which To check understanding of the shop types departments they usually visit. Ask if students know the • Describe different shop workers and types meaning of any of the words. now open 24 hours a day and most towns have late night shopping till 8 or 9pm one night a week. Then ask them to label the pictures. Working in before listening. We use a ‘trolley’ when shopping or at the 1. Ask students to work in pairs and define the airport. Nike As in many countries. a magazine (newsagent). from shops. Ask if they like shopping Extra! (Additional activity) there and. Ask students to complete the extracts from the 2. Ask students to name any department stores in their home town. 27 © Macmillan Publishers Limited 2012 Comm1_TeachersNotes. 4. In feedback. • Describe departments and things found in a shop Language note • Practise listening for gist in the context of different shops ‘Shelf’ is used in a wide variety of contexts. Communicate 1 Unit 4: Shopping Vocabulary Page 22 3. location of each conversation. cinemas and churches. Explain that the four words are all things Aims we see in a shop. on planes and in public buildings like Elicit some answers from the class. Some large supermarkets activity in pairs. to libraries. either ask of shops students to check words in a dictionary or give them definitions. a notebook (stationer). We use it in b)  What was the last thing you bought? shops. Before listening. If not. to homes.indd 27 3/27/12 3:20 PM . ask them what words they heard that helped them decide. the Phrase bank and the Culture box. in Britain. stamps (post office). aspirin shops to out-of-town retail parks with (chemist) large supermarkets and outlet stores and You could then ask students to do the same shopping malls. has been a move away from small local milk at 11pm (convenience store). but in smaller towns most Then ask students to listen to identify the shops still close at around 6pm. looking at the Store Guide. ask students to read through dialogues in 2 and then listen to track 1/35 to the different shops in the second section of check. ask them to read the shopping list and items and ask students to say where each decide in which department they could find one could be bought: each of the items. thinking of other items. brown sugar Culture note (supermarket or health food shop).

Communicate 1 Unit 4: Shopping Speaking Page 23 Aims Extra! (Additional activity) • Describe places in a store You could do a review of the formation of • Practise typical expressions used when comparatives and superlatives before the shopping next activity. Ask students to read the dialogue right the context of a transaction in a shop through for general understanding. Students listen for detail. Drill pronunciation. pixels. Give a chance to check answers in pairs before checking with the whole class. ask students to listen to the dialogue and tick the things on their list which are mentioned. Elicit a list and write it on the board and as an additional first listening task. Then focus on the /ʊ/ sound and ask students to do part b. • Pronunciation /ʊ/ weight. Ask students where they would go to buy one and in which department in a department store they would find them. Draw or project an image of a camera. • Practise listening for specific information in 4. 2. Pronunciation box: ask students to read the three sentences in part a and identify the silent letter (‘l’).indd 28 3/27/12 3:20 PM . size. Listen to check. Ask students to read the first four expressions the dialogue. ask students what information they would want to know in order to choose a camera (eg price. before listening to the first part in the Phrase bank and then decide which to of CD track 1/37 to check. 28 © Macmillan Publishers Limited 2012 Comm1_TeachersNotes. Then ask students to read the four lines and decide who is speaking in each case – customer or shop assistant – before putting the lines into a logical sequence. Pairwork. use to label the photographs. Then ask • Practise a shopping dialogue them to look at the words in brackets (price. Extra! (Additional activity) Before listening. etc) and match them to the adjectives in the third section of the Phrase bank. etc). Students then use the adjectives to complete 1. 3. 5.

then let them listen and decide if they are true or false. Feedback on answers with the whole class. Say the words from the first section of the Phrase bank and ask students to repeat Extra! (Homework) them. Then ask them to match to the Ask students to research the following on definitions in 1. • Practise listening for specific information in 4. 29 © Macmillan Publishers Limited 2012 Comm1_TeachersNotes. Students talk about the question the context of a radio programme in pairs before discussing it with the whole class. After reading the questions. 2. Give time to check in pairs before listening again. 1. Again. play the CD Aims and ask students to note answers to the • Review and extend vocabulary to talk questions. Ask students to work in pairs Which? magazine / website and brainstorm what they know about their The Office of Fair Trading rights in terms of returning goods. Pairwork. the internet: What are they? What do they do? Extra! (Lead in) Citizens’ Advice Bureau With books closed. Elicit The Ombudsman answers with the whole class. give time for checking in about consumer rights pairs before feedback. write ‘Consumer Rights’ on the board. This time. Ask students to read the Culture box and compare the situation with their own country. Give students time to read the statements. ask them to note information to support their answers or to correct the statements which are false.indd 29 3/27/12 3:20 PM . Communicate 1 Unit 4: Shopping Listening Page 24 3.

Then change roles for the other three • The people in the room next door are sentences. • The key doesn’t work and you can’t get into your room. Before the class. First ask students to identify who says each of the sentences. They have to mime the problem to the rest of the class who are the hotel receptionists and have to guess what’s happened. 4. Pairwork. complaining. Divide students into pairs of As and pairs of type of problem. 30 © Macmillan Publishers Limited 2012 Comm1_TeachersNotes. Pairwork. explain to students that they are guests in a hotel. It may be missing. Ask students to read the Aims expressions in the Phrase bank and classify • Speak about problems according to the four categories given. It may be helpful to prepare a projection of the • Practise making and responding to answers for feedback. Following on from the Pronunciation box. but have lost their voice. Then ask them to put the • The remote control for your television is conversation into a logical order. Bs. Pick an outgoing student to start with. 2. play Extra! (Lead in) the different versions of ‘Really’ on CD track 1/42 and ask students to describe each one For a fun warm-up activity for the theme of using one of the adjectives in the box. prepare some cards with using intonation to convey a different the following or similar situations: attitude for each. 5. Ask As to say the first three sentences. having a very noisy party and you can’t sleep. Communicate 1 Unit 4: Shopping Functional language Page 25 1.indd 30 3/27/12 3:20 PM . Bs listen and identify the mood. suddenly stopped running. helpful to prepare a projection of the answers • You were in the shower when the water for feedback. complaints Pronunciation box: use the box to raise • Pronunciation: using intonation to show student awareness of the importance of attitude intonation. that they have some 3.

ask them what they think they did well and where they could improve. Option 2 Aims is about a laptop computer. students perform the roleplay. Then. • Focus on linguistic and non-linguistic 2. in pairs. Extra! (Lead in) When they finish. Ask students to read the Useful language box strategies to convey mood and refer to the expressions on page 25 and make some notes to prepare for the roleplay. before changing roles and preparing to • Have you ever had to return something to roleplay the other Option.indd 31 3/27/12 3:20 PM . Option 1 is about a mobile phone. Monitor as they a shop? speak. Communicate 1 Unit 4: Shopping Final task Page 26 1. correct and note any errors • What was it and why did you want to you could bring to the attention of the class return it? later. Ask students in • Use appropriate language to make and pairs to agree on which situation to practise. to help. Ask students to discuss the following questions: Then get students to read the Strategy box. respond to a complaint Students read the role cards. • What happened at the shop? • Were you satisfied with the service you received? 31 © Macmillan Publishers Limited 2012 Comm1_TeachersNotes.

If necessary play the recording minute to write down as many expressions again. The winners are the pair with the most expressions. 2. Using the checklist. ask the students for some of vocabulary into the appropriate group. ask students to work ask them to work in pairs with books closed. To help students remember the vocabulary. . 4. you could • Practise an exam-style task based on ask them to work with books closed and describing a photo. Before listening students read the statements. Before listening. describe a photo Pages 28 and 29 5. ‘Speculating’ and ‘Opinion’. students associate the vocabulary with one or other of the photos. Either dictate the expressions from the Useful language box on page 29 Extra! (Lead in) or project the expressions in jumbled order. Give time for them to check their describing a photo answers in pairs before feeding back with the whole class. Communicate 1 Unit 5: Prepare to . Ask students if they think it was a good Extra! (Additional activity) description. Aims then listen to decide if they are true or false • Listen to effective techniques for and why. then the differences between the two photos. identify which photo is being described and why. Ask the students to classify the 1.. in pairs and say which things the speaker Call out a category. Working in pairs. Students can then check their answers using the Useful language box. improve the description. headed expressing personal opinions ‘Describing a photo’. a) Where did you last go on holiday? b) What did you like or dislike about the 6. • Practise listening for specific information in the context of a description Extra! (Additional activity) • Review and extend vocabulary for describing places To focus students more on the language used in effective descriptions.indd 32 3/27/12 3:20 PM . Highlight that in an exam. Students listen to two more descriptions of the photos and tick off what the speaker does using the checklist in 2. Ask students to discuss the following and ask students to write them in the correct questions in pairs: column.. They then have one mentioned. it’s important place where you stayed? to try to impress the examiner by using Elicit some answers from the class. Highlight that doing these things would as they can remember from that group.. Then check their answers in pairs before class listen to the description and ask students to feedback. more specific or sophisticated descriptive vocabulary.. Feedback with the class. speculating and draw a table with three columns. 3. 32 © Macmillan Publishers Limited 2012 Comm1_TeachersNotes.

• think about how to organize and develop their answer • deploy appropriate speaking strategies Doing the task again means the students already have an idea about the approach to the task and some relevant vocabulary and are therefore likely to produce more accurate and extended answers a second time round. 33 © Macmillan Publishers Limited 2012 Comm1_TeachersNotes. Then ask students to repeat the task. to do various things: check the vocabulary relevant to their photo • answer the task in 6 and reread the Useful language box. Divide students into A / B pairs. Then Note ask them to perform the tasks: while A is Repeating tasks has been proven to have a speaking.indd 33 3/27/12 3:20 PM . B checks that they answer the positive effect on student performance. students have they finish. This time B • find appropriate vocabulary and functional should listen and note which expressions A language uses and vice versa. In question in the task box and vice versa. Ask them each to read their respective tasks. 7. After performing a speaking task. ask them to review the list in 2.

grass (V) Feedback with the whole class. Ask the students to read the vocabulary in information in the context of giving an the Useful language box. For each of the five reasons mentioned. Ask students to read the list and then refer   3. Explain that James gives a good speech discussion. • Review and extend vocabulary for describing features of city life Extra! (Additional activity) • Contrast formal and informal linking If students need help with the vocabulary. put could use these as a warm-up activity in the them in groups of As and Bs to brainstorm following lesson.. • Practise listening for gist and specific   6. ‘Village’ or ‘Both’. give an opinion Pages 30 and 31   5. You feel students will need support with this.. shops (B). river (V). which places they visited and what they liked about it. If you vocabulary in the Useful language box. pedestrian (C). trees (V). so. zebra crossing (C).. Student Bs write a list of ten Fast finishers can write definitions of the reasons in favour of living in a village. expressions prepare some definitions and call them out at random. Students discuss the features skyscrapers (C). traffic (C). unless it is a again. leading to traffic jams page 30. Ask students to • Speak about the advantages and connect the examples to the reasons in 4. because he does a variety of different things. Ask students to match formal and informal linking expressions which they can use to   4. students just have to the audioscript to find examples for each to identify the city and get a general one (generic formulations of some of the understanding. Pairwork. then complete the opinion table. For the first listening.   2.   9. very formal context. 34 © Macmillan Publishers Limited 2012 Comm1_TeachersNotes.) If necessary. the list. play the CD use more informal expressions. for example: • Prepare and give a speech • time when the transport system is very busy because many people are travelling Extra! (Lead in) to or from work (rush hour) Ask students to look at the two photos on • very heavy traffic. Put students into A / B pairs for the   8. Highlight that in spoken language we tend to are mentioned. ask students to work in sequence and connect their arguments. (Five reasons 10. lights (C). Read out the following list of things and delays (congestion) you can see in the photos and have students • main office of a company (headquarters of call out ‘City’.   1. Communicate 1 Unit 5: Prepare to . pairs and see which of the reasons in 4 they can remember James giving. if box). After listening. After listening. Divide students into A / B pairs. . cars (B). Student Extra! (Mixed ability) As write a list of ten reasons in favour of living in a city. of city life in 6 and complete the table.. houses (V).indd 34 3/27/12 3:20 PM . organisations and businesses) taxi (C).   7. ask if any expressions appear in the Useful language of the students have visited London and. Aims James gives two examples. disadvantages of city and village life Listen again to check.

Alternatively. Note Thorough preparation is the key to improving student performance. structure and connect their presentation. Preparing for a task means students have time to check and prepare language. make effective notes and practise before performing in front of others. Try to give some feedback dictionaries. give students a period whole class or put students in groups to present of quiet time. set the preparation as a homework task. Either have students present their speech to the If you do this in class. 8 and 9. Alternatively. All of the above will boost student confidence and produce a better result. have incorporated language and features highlighted students record their speech for you to use for in 4. 6. remind on performance and provide correction and / them to look back and check to see if they have or praise of language use. rather than writing out a speech in full. with access to yourself and to to their classmates. Task: give students time to prepare thoroughly. Encourage them to make notes assessment purposes.indd 35 3/27/12 3:20 PM . When they have finished. as their speaking will be more natural. 35 © Macmillan Publishers Limited 2012 Comm1_TeachersNotes.

write definitions for six of the expressions. Ask students to listen to the extended of language students produce will depend on extracts and complete the table. the words together. you could assign different city in a short space of time. Communicate 1 Unit 5: Prepare to . ask students to look at the • sporting activities photos in pairs and describe the type of • shopping weekend break they can see. 7. Within a mixed. The success of the project and the amount 2. them negotiate and confirm their ideas in b) Work in pairs and discuss the meaning of English. These expressions are designed to help expression. Now get students started on part A.. focus students on the Working in pairs. establish the situation. clubs. Pairwork.. it might be helpful to they would like to go for a weekend away write the following headings on the board: and why. Your students with the whole class. do a project Pages 32 and 33 4. 5. Before listening. with similar There are different ways you could do 3 interests and money available. transport and budget. Student A reads a first three sections of the Useful language definition and Student B identifies the box. Ask 6. Students listen to phrases (including the Aims expressions from 3) and write them in the • Practise listening for gist and specific appropriate column. After some time for discussion. To structure the discussion and students in pairs to tell their partner where produce more ideas. . You may need to pause information in the context of holidays the CD after each expression to give time for students to think and write and give time • Review and extend vocabulary to talk for students to check in pairs before class about different types of holidays feedback.. This activity prepares students for 4. Give time the way the project is set up and prepared. a) (more challenging option) Ask students to in terms of time. • cultural activities 1. part in or know about foreign exchanges.. to compare answers in pairs before checking First. Write ‘weekend break’ on the board. As they c) (more support) Provide dictionaries for work. pause after each • Prepare and present a project involving expression for students to confer in pairs negotiation and presentation skills before writing. 36 © Macmillan Publishers Limited 2012 Comm1_TeachersNotes. but for other students more explanation will Extra! (Mixed ability) be required. that they get a snapshot impression of your ability group. move round the class to monitor that students to check the meanings. Alternatively. etc) the photos. Point out that the visitors are of a similar age to your students. will be familiar with the idea if they have taken 3. Pairwork. Before starting part A. so variety is activities to different pairs of students. elicit some answers from different pairs in the Extra! (Lead in) class. important. students to match to the expressions.indd 36 3/27/12 3:20 PM . They also have to think practically. Then ask them to listen to the three extracts and match to • going out (restaurants. then change. or they are speaking in English and doing the provide a list of jumbled definitions for task and to provide linguistic support. It’s important depending on your students.

Having agreed on their ideas, students presenting their plan to the class, to ensure they
prepare to present their plan to the class. can deliver the presentation clearly and audibly
They should read through the instructions in with both students participating. In this way,
part B and the last two sections of the Useful the presentations allow students to perform at
language box, which provide expressions the best of their abilities and could be used for
for reporting back and sequencing ideas. evaluation purposes.
While the preparation stage could be done in
class, students will produce more effective, During the presentation, other students listen
developed presentations if they have time to and could ask questions at the end. Finally, the
work on this at home. They can be encouraged class votes separately for the best plan and the
to find appropriate visuals (maps, posters, best presentation (no one can vote for their own
photographs, etc), or to produce a PowerPoint plan!).
presentation. They should also practise before

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Communicate 1
Unit 6: Free time

Vocabulary Page 34
Aims Language note
• Review and extend vocabulary to describe Use ‘go’ with sports ending -ing which are
sports also verbs, eg ski – go skiing, dance – go
• Focus on collocations with do, play and go dancing

• Practise listening for gist and specific Use ‘play’ for most ball and team sports and
information in short extracts board games, eg play football, play darts,
play chess
Use ‘do’ for martial arts and sporting
Extra! (Lead in) activities done individually, eg do judo, do
Write ‘sports’ on the board. Give students Pilates, do athletics
one minute to write as many sports as
possible. The student with the longest list is 4. Listen to match to the sports in 1. In
the winner. feedback, ask students what words they
Alternatively, ask 15 students to each tell heard which helped them decide.
you a letter of the alphabet. Write these on 5. Listen again to identify the speaker who
the board. Working in pairs, students have expresses each idea. Give time to check in
to think of a sport or sport-related item of pairs before whole-class feedback.
vocabulary starting with each of the letters.
6. Pairwork.
The first pair to finish wins.
Check answers with the class. Extra! (Additional activity)
To extend the speaking in 6, ask students to
1. Ask students to look at the words in the
discuss the following questions:
Phrase bank and read the Culture box. Tell
them to divide the activities into sports they • Which sports do people do in schools?
have done, sports they would like to do and • Are any of the sports more popular with
sports they would never do. Then ask them to men or women?
label the photos.
• Which ones can you see on television?
2. Look at the phrases together, then put
students in pairs to classify the activities. • Are there any which are not televised
There may be some disagreement, but this which you would enjoy watching?
is good as it increases the opportunity for
discussion.
3. Initially, students add the activities from 1,
but you could extend this to the other Phrase
bank activities if you wish. Then read the
Useful language box.

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Communicate 1
Unit 6: Free time

Speaking Page 35
3. Explain that we often use phrasal verbs to
Aims describe the different stages of starting a new
• Speak about popular sports activity. Although there may be a Latin-based
equivalent (eg persist in), the phrasal verbs
• Describe the process of starting a new
are far more common in natural English. Ask
activity using phrasal verbs
students to match the verbs and then put
• Practise listening for specific information in them in a logical chronological sequence.
the context of describing an activity
• Describe a leisure activity Extra! (Additional activity)
• Pronunciation: final sounds For an additional first listening task, you
could ask students to listen and note the
order in which they hear the verbs from 3.
Extra! (Lead in)
Look at the second part of the Phrase bank. 4. Ask students to look at the table. Explain that
Ask students to work in pairs to think of two while listening, they only need to complete
sports we do in each of the places listed. the ‘speaker’ column. After listening, give
time to compare in pairs and then listen again
before checking the answers with the whole
You could start the lesson by looking at the
class.
Pronunciation box. Do a) on the board to focus
the class. Then ask students to work on b) in Language note: if your students misuse the
pairs. verb ‘practise’, take time to look at this box
before the final activity.
1. Ask students to look at the list of sports and
then, working in pairs, discuss and predict the 5. Give students a few minutes to make notes in
most popular and complete the graph. the ‘you’ column of the table. Remind them to
think how they can use the phrasal verbs and
2. Listen to check. Ask students if this any of the places in the Phrase bank. Then
information is surprising and if they think it they tell their partner.
would be the same in their own country.

Extra! (Homework)
Ask students to look on the internet and see
if they can find any statistics about the most
popular sports for men and women in their
own country and bring the information to the
next class.

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Communicate 1
Unit 6: Free time

Listening Page 36
Useful language: before listening, ask students
Aim
to read the box. Then ask them what’s on at the
• Practise listening for specific information cinema or theatre in their city at the moment
and infer speaker attitude in the context of and how long it’s been on.
a phone conversation
1. Before listening, ask students to read
the table. Then listen to complete it. Give
Extra! (Lead in) students time to compare their answers in
pairs before checking with the whole class.
On the board, write:
2. Students read the detailed listening
• face-to-face questions, then listen again to decide if the
• speaking on the phone statements are true or false.
• sending a text 3. Ask students to discuss the questions in
pairs, before opening up the discussion with
• using a social networking site the whole class.
• by email
Ask students which of these means of
communication they most commonly use
when arranging to meet up with friends. Are
there any they never use?

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Working in Aims pairs. Monitor as they work. Extra! (Additional activity) 3. to situations: check they are doing the task in English and A: schoolfriend of C to provide linguistic support. • Pronunciation: elision Pronunciation box: use the box and CD to raise student awareness of the use of elision 1. Communicate 1 Unit 6: Free time Functional language Page 37 2. It may be helpful to prepare a projection of the answers for • Practise making arrangements feedback. Students work together to and asking for someone (C) in the following write the dialogue. ask them to look at the expressions • Use appropriate language to start a phone in the Phrase bank and write them in the conversation correct section of the table. really young and stupid) A: friend of C B: C’s boss (who isn’t happy about personal calls during working hours) 41 © Macmillan Publishers Limited 2012 Comm1_TeachersNotes. Ask students to read through the activity. likes) Stronger students can gradually cover the B: C’s older brother / sister (who thinks A is dialogue until they are doing it by memory. Students practise reading their dialogues. In pairs. Students toss a coin to decide who is A and B (teach the expressions toss a coin. A: older brother / sister of C (who A really 4. you call. students (A and B) practise phoning heads and tails). Ask students to copy the table. Remind them to B: C’s mum / dad use the expressions from the Phrase bank. Then go back to the Then have them listen to note down expressions in the Phrase bank and drill for expressions used. in connected speech. natural pronunciation.indd 41 3/27/12 3:20 PM .

(b) Extra! (Lead in) It’s ( ) that I was going to wash my hair Explain that you are going to read a tonight. answer the two questions. Ask students to listen to a conversation and then ask them to roleplay the conversation. (a) webpage giving advice on asking someone It’s ( ) I don’t really like football. I was ( ) wondering if you wanted to come round to my place. Ask students to read the text and compare it with their predictions. Divide students into A / B pairs and ask them ask them to close their books and remember to read the role cards. (b) 1. 42 © Macmillan Publishers Limited 2012 Comm1_TeachersNotes.indd 42 3/27/12 3:20 PM . Ask students to predict what advice it may include. 2. • Speak about advice on making a date • Practise listening for recognition and Extra! (Additional activity) specific information in the context of a Dictate the following sentences. remember the advice given on the website. Then. Elicit a list and write it It’s ( ) five minutes from your house. working in pairs. Ask phone conversation students where they could insert ‘just’ • Use ‘just’ in appropriate contexts (brackets indicate the answers) and whether • Practise asking someone out and each sentence matches to uses a or b from responding to an invitation the Strategy box. Check if students can as much of the advice as they can. (a) on a date. (b) on the board. I was ( ) calling to see if you were free tomorrow. Communicate 1 Unit 6: Free time Final task Page 38 Strategy box: ask students to read the extracts Aims and match them to the use of just. 3.

Then ask Extra! (Mixed ability) students to find words in the Phrase bank for numbers 1–3. Extra! (Additional activity) Dictate or project the following slogans. advertising Extra! (Additional activity) Extra! (Lead in) There is a lot of vocabulary on this page. (Nike) I’m lovin’ it. 2. Just do it. 43 © Macmillan Publishers Limited 2012 Comm1_TeachersNotes. Then read the Culture box.. Elicit ideas with the whole vocabulary selected from the Phrase bank class. Ask students to work in in pairs to decide what the expression pairs. about advertising 4. (McDonald’s®) Life’s good. the board and ask students which definition best matches the word (number 4). tomorrow. With books closed. Give each pair a list of four items of means and why. Communicate 1 Unit 7: The hard sell Vocabulary Page 40 3. Students read the expressions and find Aims synonyms from the second part of the Phrase • Review and extend vocabulary to talk bank. working in pairs. (LG) Because I’m worth it. Then choose the three other by reading the definitions. (L’Oréal) Ask students to work in pairs and see if they can think of any more examples (in English) to test the class. • Develop word families on the theme of choose the correct definitions.. . 1. Write the expression ‘advertising agency’ on 5... and the words in 4. Ask students consolidation. (Toyota) particularly effective and bring it along to the next lesson. Ask students to read the words in the first When they’ve finished preparing. students write definitions for their words. join each section of the Phrase bank and discuss their pair with another and have them test each meanings in pairs. words which best reflect images 1. (Nokia) a newspaper or magazine that they think is Today. Ask Extra! (Homework) students to identify the product or company: Ask students to find an advertisement from . Students read the text and. Fast finishers can mark the stressed syllable in each word. 2 and 3.indd 43 3/27/12 6:51 PM . Students complete the table. working in pairs. so students will require some further Write ‘hard sell’ on the board. – connecting people.

Give students time to read the task. Students listen to answer questions on details in the listening.indd 44 3/27/12 3:20 PM . • Pronunciation /əʊ/ and /ɒ/ Extra! (Additional activity) Follow up on the homework task from the Extra! (Lead in) previous lesson by asking students to work in groups of three or four. Pairwork. 44 © Macmillan Publishers Limited 2012 Comm1_TeachersNotes. Communicate 1 Unit 7: The hard sell Speaking Page 41 3. Ask students to read the Aims expressions in the Phrase bank and match • Practise listening for gist and specific them to the definitions. write a similar one of their own. 1. Students show the Start the class by dictating the text in the advertisement they chose and explain why Culture box. Students complete this dialogue. spelling and then open up a discussion about whether they have TV advertising in the students’ country / countries and the 4. Have students check their they think it’s effective. see if students can think of any additional words with the two sounds. 2. information in the context of advertising Language note: draw attention to this if these • Describe features of a good advertisement words are ‘false friends’ in your students’ • Speak about effective advertising language. After listening. Pairwork. Pronunciation box: after working through the exercises. or pros and cons of this. give pairs time to compare their answers before checking with the whole class. then listen.

Ask students to read the statements. Then they go back to the lead-in ‘I think it’s terrible!’.indd 45 3/27/12 3:20 PM . Elicit their ideas about the topic of the book. 2. Communicate 1 Unit 7: The hard sell Listening Page 42 3. Extra! (Homework) You will use this later on in the lesson. 45 © Macmillan Publishers Limited 2012 Comm1_TeachersNotes. ‘I think it’s fine!’ and ‘I’m activity and write three sentences expressing not bothered one way or the other. open up a being open on a Sunday / school uniform / class discussion on the subject. Extra! (Lead in) Language note: ask students to read the Ask students to draw three columns labelled sentences. graffiti / advertising aimed at children Students compare their opinions in pairs. • Speak about advertising in schools 4. then ask them to read the Culture box to check. Ask students to read the two quotations and and come to class ready to report back. Give students time to compare • Practise listening for gist and specific their answers in pairs before offering another information in the context of a radio opportunity to listen or checking with the programme about advertising whole class. Pairwork. Put students into A / B pairs to discuss the questions. Ask students to research the law on advertising aimed at children in their country 1. Ask them to cover the Culture box and look at the cover of the book. After a few minutes. Ask students to discuss the feeling: subject. match them to the phrases. in the appropriate column to reflect their 5. when they have bullfighting / smoking / drink-driving / shops had time to generate some ideas. Ask students to read the options and then listen to the radio programme to confirm the subject of the report.’ Dictate their opinions and using the language the following and ask students to write them indicated. then Aims listen again. Then join pairs into groups of four and have them compare their opinions.

dictate the following text: Product placement is a form of advertisement. if they are conscious of it when watching TV or films and if they think it is a good idea. music videos and TV programmes. Ask them to underline the context of a speech words they think will be stressed. To clarify the idea of ‘product placement’. Students read the task and then 1. Ask students if they can think of any examples of this. 46 © Macmillan Publishers Limited 2012 Comm1_TeachersNotes. Communicate 1 Unit 7: The hard sell Functional language Page 43 2. Then discuss whether Extra! (Additional activity) students agree with the speaker’s opinion. Before listening. then listen to check and repeat. topic and talk about the pros and cons Pronunciation box: ask students to read • Practise listening for specific information the opening sentence from the speech on and for gist and to infer opinion in the product placement. where brand-name products or services are placed in films. task: students listen to the speech and tick off the arguments used. Use the ideas generated in 3 as a listening into the three groups. Then listen to • Use appropriate language to introduce a answer all three questions. from the previous listening) and classify them 4. Pairwork. • Pronunciation: sentence stress 3.indd 46 3/27/12 3:20 PM . Then look at the You could elicit ideas and write them on the expressions in the Phrase bank (which come board after a few minutes. ask students to predict the Aims answers to questions 1 and 2. Ask students to read the three headings brainstorm ideas for and against the proposal. on the post-it notes.

Pairwork. incorporating • Focus on use of rhetorical questions elements from the unit. • Listen to focus on speaking strategies 4. Ask students to think of a good beginning and Aims ending for their speech and to underline the • Discuss a poster campaign words they will need to stress to get the main points across. He fails to use a rhetorical question). It includes a good example – a campaign against domestic violence – but a poor conclusion (the student states his position but without solid reasons. Communicate 1 Unit 7: The hard sell Final task Page 44 3.indd 47 3/27/12 3:20 PM . It starts off with a good opening sentence. ask students to listen to a sample speech and comment on how well the student answers. • Practise giving a speech Extra! (Additional activity) 1. but then focuses too much on the student’s reaction to this image rather than the issue as a whole. Using the task instructions as a checklist. Elicit their opinions with the whole their group to be delivered in front of the class. 47 © Macmillan Publishers Limited 2012 Comm1_TeachersNotes. made out of his headphone students to choose the best speech from cable). Ask students to read the task and note the key points in the task box below 3. put students into groups of line seen round the body at a crime scene four or five to deliver their speech. Focus the students on the Strategy box to highlight how rhetorical questions can be used to good effect. Students write their speech. Ask the is. 2. whole class. Note: this is an inconsistent example of task performance. in this case. Ask students to look at the poster and comment on the image (note the white Afterwards.

Then ask them to describe how university entrance is determined in their • Talk about different types of assessment country. Ask students to read the complete text before Extra! (Lead in) deciding which of the expressions goes in Dictate the following sentences: each gap. Pairwork... then compare in pairs. Then look at the adjectives in the first section of the Phrase bank and decide which could be used to describe each photo. what they can see. 3.. Ask students to look at the photos and say class discussion. 4. their own country.. Extra! (Additional activity) Exams make me feel . Ask students to write a similar text about Ask students to complete the sentences. Give students time to talk about the questions in pairs before opening up a whole- 1. students in different contexts Culture box: ask students to read the box • Review and extend vocabulary to talk about A levels and university entrance about exams and assessment requirements. Elicit their ideas with the whole class. I think exams are . Communicate 1 Unit 8: Studying Vocabulary Page 46 2. Ask students to look at the words in the Aims second section of the Phrase bank and match • Review and extend vocabulary to describe each to one of the definitions. 48 © Macmillan Publishers Limited 2012 Comm1_TeachersNotes.indd 48 3/27/12 3:20 PM .

Ask students to compare their answers and see if they spelt the words the same as their partner. information in the context of an interview about school life Pronunciation box: before looking at the box. • Contrast secondary and further education their / they’re. Pronunciation box to complete each of the gaps. Before listening. Then work in pairs pairs. academic work Then listen to check. Don’t comment • Pronunciation: homophones on the spelling. Ask students to think about their own country Give them a few minutes to prepare ideas and the differences between secondary and then ask them to discuss the subject in education and sixth form. Ask students if Student As will agree with the statement. 1. they can think of any other homophones. Tell them spellings. Then look at the Pronunciation box they’re going to speak on the following and ask students to think of an alternative subject: spelling for each. After listening. Communicate 1 Unit 8: Studying Speaking Page 47 2. 49 © Macmillan Publishers Limited 2012 Comm1_TeachersNotes. Use one of the two spellings in the cheats should be punished severely. open up a class discussion on the subject. give pairs time to compare their answers before • Practise listening for gist and specific checking with the whole class. dictate the following words: meat / meet. Then ask them to read the definitions in 1 and complete. 4. whose / who’s. Check with the class.indd 49 3/27/12 3:20 PM . Ask students to read the vocabulary in the first section of the Phrase bank and explain it in pairs. Cheating in school is a serious problem and 3. ask students to predict which Aims topics are most likely to be different between • Describe different aspects of written general secondary education and sixth form. Elicit the answers and Extra! (Lead in) highlight the fact that each has two possible Divide students into A / B pairs. Afterwards. as indicated. Student Bs will speak against the statement.

Ask students to listen. 50 © Macmillan Publishers Limited 2012 Comm1_TeachersNotes. • Describe approaches to making and organizing academic notes 5. 1. Open this up Which would you like to try? to a whole-class discussion. Ask students to read the list of study skills. Discuss in pairs before whole-class feedback. Ask them to compare their Which of the techniques have you tried? choice. shuffles them and redistributes them so that no one has their own paper. All the should be taught in school? expressions relate to time. How do you study for exams? 3. explaining their reasons. First ask them to describe what they can see and Aims then label with the appropriate word from the • Describe and prioritize different study skills Phrase bank. Ask each student to write five example sentences. one person from each group takes in the papers. Ask students to read the expressions and Do you think this type of study technique then match them with the definitions. context of a talk on study skills 6. In turn students read the sentences to the group. Communicate 1 Unit 8: Studying Listening Page 48 4. Extra! (Additional activity) Ask students to work in pairs to discuss each To extend the speaking activity. Then read the Useful language box together. using the options in 1 taking? as a checklist. so students are working in groups of four. Ask if they can think of any more. Extra! (Homework) Extra! (Additional activity) Ask students to run a search for Tony Buzan Put students into groups of four to six. Do you have any other approach to note- 2. The examples must be true. on the internet and find out his connection Give students pieces of paper (A5 size). with the idea of study skills. project the of the options and then choose the three most following questions for students to discuss: important. Students listen to an extract from the previous presentation in order to identify the missing • Practise listening for recognition in the technique (colour-coded notes).indd 50 3/27/12 3:20 PM . who have to identify the author. When they have finished. one for each of the expressions in 3. Join pairs. Ask them which set of notes they think is the clearest and most useful. Ask students to look at the four extracts.

this is in the word ‘to’ but it also occurs in ‘and’. Then ask • Use appropriate language for different students to read and listen to the sentences aspects of a presentation and find examples of schwa (principally. weak and strong – compare have in the following: A: We have lived here for three years. Pairwork. • Pronunciation /ə/ ‘a’ and ‘the’ in the examples). Pronunciation note The Pronunciation box focuses on /ə/. This is either the unstressed syllable in a polysyllabic word (eg the second syllable in doctor) or the weak form of a word which has two pronunciations. which is the most frequent sound in the English language. Schwa is always found in unstressed syllables. Ask students to read the list of things the speaker does. body language • connection to the audience • speed and clarity • type of language 1. (weak) B: Have you? (strong) 51 © Macmillan Publishers Limited 2012 Comm1_TeachersNotes. Then. Check with the whole following: class. referring to the audioscript on page 104. Then ask students to complete the text using the expressions in the Phrase bank.indd 51 3/27/12 3:21 PM . presence. Extra! (Lead in) 2. Ask students to read the text Ask students to discuss what makes a good through once and summarize the author’s public speaker. • appearance. also known as ‘schwa’. ask them to find examples of each one. Then ask students to listen and repeat. They could consider the ideas in five words. Communicate 1 Unit 8: Studying Functional language Page 49 Pronunciation box: explain what the schwa Aims sound is with a couple of examples. Check in pairs and with the whole class.

have Ask students to look at the two photographs students present their ideas to the group. but adapting or writing their own index card for Extra! (Lead in) the presentation. 1. Discuss students’ ideas. When they are ready. Ask students if they have used index cards in this way.. Note: they should not be writing their presentation out in full. Divide students into groups of three (with Aims an even number. 52 © Macmillan Publishers Limited 2012 Comm1_TeachersNotes. Listen again and ask students to note presentation techniques the two speakers mentioned. and complete the sentence: Giving a presentation in class makes me feel . have one pair of stronger • Focus on use of index cards when making students).indd 52 3/27/12 3:21 PM . Read the Strategy box. Communicate 1 Unit 8: Studying Final task Page 50 2.. Then listen to the two presentations and invite students’ comments. Give students time to read and understand the notes: then think • Practise preparing and giving a about language from page 49 that they presentation can incorporate. They should use the • Listen to focus on effective use of this information here as a basis for a short strategy presentation. Ask each student to choose a a presentation different index card.

idea and if there is anything similar to reduce city traffic in their country. but gives everyone a chance to check Dictate the short text from the Culture box. 1. This exercise focuses on common Aims collocations on the theme of driving. all of southern Africa. Ask students to work together to discuss the meaning of the expressions in the Phrase bank. Ask students to read the text and complete with appropriate words. 53 © Macmillan Publishers Limited 2012 Comm1_TeachersNotes. about features of urban roads ask them to choose three of the words and • Focus on some common transport write a definition. Before looking at the text. Then ask them to choose five that fit the definitions in 2. ask if any of the students have been to Britain and if they noticed any difference between traffic and driving there and in their own country. Communicate 1 Unit 9: Getting around Vocabulary Page 52 4. When the rest of the class collocations have finished the exercise. Culture note Britain is not the only country which drives on the left! As well as Ireland. understanding of the vocabulary and start Ask the students what they think about this committing the expressions to memory. 2. Dutch. all of Australasia and Japan – about a quarter of the world. the Indian subcontinent. Spanish and Portuguese introduced driving on the right. 3.indd 53 3/27/12 3:21 PM . Ask students to read their definitions for the rest of the class to Extra! (Lead in) guess. This not only occupies early finishers. Ask students to look at the images and label with the appropriate words and phrases. many countries in south-east Asia. Pairwork. whereas areas colonized by the French. Ask them for examples of these features in the local area. Many of these countries used to be part of the British empire. this is the case in several countries in the Caribbean. • Review and extend vocabulary to describe different road signs Extra! (Mixed ability) • Review and extend vocabulary to talk As fast finishers complete the exercise. ask students to close their books.

/d/ and /ɪd/. After listening.. ask students to first decide the context of an interview about learning how many syllables are in the root word (eg to drive start = 1). • Pronunciation: -ed endings 4. For part b. or simply in a way which could cause an Pronunciation box: the pronunciation rules accident (dangerous drivers) are the same for past simple verbs and for adjectives formed from a verb. (jump the lights) compare in pairs before checking with the • These people drive when drunk or tired whole class.. Give students time to read the options before listening. However. what they have heard: this is a useful skill. you could get a fine. particularly for students who may go on to • This person teaches you to drive (driving use English in an academic context. Ask them: questions. giving students time to count Aims the syllables and notice that we only have • Describe different aspects of learning to the extra syllable in decided and interested: drive and the driving test this is determined by the fact that the root word (decide. For each question they should note one or two key words to summarize their Extra! (Lead in) views. If you drive checking with the whole class.. then listen to the recording to see • Practise verb formation in context if the past or adjective form has the same • Discuss learning to drive number or one more (eg started = +1). People have been known to form and choosing between the options use physical violence on other drivers as a given. To establish this. faster. Ask students to complete the answer to the • This is a type of extreme anger associated interviewer’s question with the correct verb with driving. • how many driving lessons they had before taking the test Extra! (Additional activity) • what the test consisted of If you have a few minutes at the end of the • if they found it easy or difficult class. Find out if any members of the class can 5. give students time to has turned green you . You could organize this as a competition in 1. the important difference is whether we add the additional syllable /ɪd/ or not. interest) finishes in a /t/ or a /d/ • Practise listening for specific information in sound. Then read the following definitions and see if students can guess. Technically there are three pronunciation possibilities: /t/. (speed limit) 2. students discuss the drive. Give instructor) time to compare their ideas in pairs before • This is the legal maximum. result. Ask students to listen in order to summarize teams. then which included a comparison of learning to the cars will be .. Ask students to work independently and note their opinions. Working in pairs. then play • If you start driving before the traffic light the CD. Communicate 1 Unit 9: Getting around Speaking Page 53 CD and pause. ask students to read the expressions • what it was like being a new driver in the Phrase bank.indd 54 3/27/12 3:21 PM . The students now hear the full radio report • If you drive on the left in a country. (road rage) 3. Then listen again to check. play the 54 © Macmillan Publishers Limited 2012 Comm1_TeachersNotes. (right-hand drive) drive in Spain and Britain. Later you could open this up to a whole-class discussion.

mountain or desert) or a cultural site (for example a monument. which of the sights they would be • Practise listening for recognition and particularly interested in. Communicate 1 Unit 9: Getting around Listening Page 54 3. Then listen to label the photographs of some popular tourist destinations. They should come to the next class http://visitbath. building or city) that is listed by UNESCO as being of special cultural or physical significance. They have to listen and follow the route on the map to decide the Extra! (Lead in) destination. Ask students if they would like to visit Bath Aims and if so.indd 55 3/27/12 3:21 PM . Ask students to read the questions and then listen again to answer them.uk/ideas-and-inspiration/ ready to share their information. 1. 2. Culture note A UNESCO World Heritage Site is either a natural place (such as a forest. Explain that it’s a town in south-west England (show them the location on the map in the Culture box) which is very popular with tourists because of its historic past and impressive architecture. The Visit Bath website has some great visuals you could use for a lead-in Extra! (Homework) presentation. For more information see http://whc. filming-locations-in-bath/baths-movie-map). Ask students to find the • Practise listening for gist in the context of station on the map. then Students use the internet either to find out ask them in pairs to remember what they about another interesting tourist destination saw. Then explain that specific information in the context of a there is a small tourist office at Bath Spa presentation on a town station where visitors can ask for information and get directions. Ask students to look at the map and photographs and try to describe what they can see. For example.org/.co. Ask students if any of them have been to or heard of Bath.unesco. 55 © Macmillan Publishers Limited 2012 Comm1_TeachersNotes. show students a succession of images of places in Bath. Your students may also be familiar with in or near Bath or to find some examples of some of the many locations in Bath which UNECSO World Heritage sites in their own have been used in films over the years (see country. Explain that they are someone giving directions going to hear directions to three different sights in the city.

Extra! (Lead in) 5. 3. First ask students to look at the map on page 54 and locate the Postal Museum. Ask them to complete the directions. Listen to check their answers. Ask students to look at three types of checking and correcting. Ask them what Aims they noticed about the way the information • Use appropriate language for giving officer corrected the tourist. Ask them successful? Then ask if they have ever had to turn to the relevant page and read the to ask for directions in English. Remind them to use expressions we use when giving directions corrective stress. go? B is to start speaking and that they need to go slowly through all the lines of information. Pairwork. 56 © Macmillan Publishers Limited 2012 Comm1_TeachersNotes. Remind them that the directions start from Bath Spa station. and copy the table into their notebooks. 1. is Student B – to check. Divide students into pairs and ask Ask students if they have ever had to give them to decide who is Student A and who directions to a foreign visitor to their country. what language did they use and was it raise their hands.indd 56 3/27/12 3:21 PM . then all the Bs. 2. Ask students to read the expressions in the Phrase bank and add them to the table. Communicate 1 Unit 9: Getting around Functional language Page 55 4. get all the As to If so. Ask students to listen to extracts from the conversation and repeat. How did it instructions. Explain that for the first turn. directions Pronunciation box: we stress the words which • Pronunciation: corrective stress contain the information we wish to correct.

Speaker A uses complex structures which are often associated with politer language but without the corresponding intonation. • Practise requesting information 4.indd 57 3/27/12 3:21 PM . students take turns to ask for and give directions to the places in the 1. • Practise giving and responding to directions 5. Ask students to decide who is Aims Student A and who is Student B. Use the and friendly map to give clear instructions. 57 © Macmillan Publishers Limited 2012 Comm1_TeachersNotes. Then ask students local area from 4. Working individually. Ask students to order the requests and match to the appropriate speaker. Communicate 1 Unit 9: Getting around Final task Page 56 3. Explain that • Focus on devices that help us sound polite B is a tourist and A lives in Madrid. Read the Strategy box. students complete the list of places near the school. Working in pairs. Pairwork. 2. to listen to the two speakers. Speaker B’s language is very simple but sounds polite and friendly.

Then look recording to give them enough time to write. questions in pairs: Remember box: in the first part of the • Do you or other people in your family previous ‘Prepare to . Students listen more intensively to complete 1. working together. After answering the questions. Communicate 1 Unit 10: Prepare to . • Review and extend vocabulary for • Photocopy dictionary definitions and stick describing people them up round the walls of the class.’ unit. Extra! (Lead in) 3. at the vocabulary and associate it with one of Allow time to compare answers in pairs the two pictures. Working together.. students classify the 6. then • Practise an exam-style task based on have students stand up to go and consult comparing and contrasting two photos the definitions. can use this language for the Task later in the lesson. 58 © Macmillan Publishers Limited 2012 Comm1_TeachersNotes. Students use the vocabulary from 2 Ask students to discuss the following to describe other people in the class. Ask students to read the list and then listen to Elicit some answers from the class. You may need to stop the photographs and describe them. note which things the speaker does. students worked take family photos? On what type of on describing a photo.indd 58 3/27/12 3:21 PM . Then • Do you prefer looking at photos on a check on page 29.. try one of these ideas: • Practise listening for specific information in • Take dictionaries into the class or let students the context of a description check vocabulary using smartphones. Pairwork. . speculating and occasions? giving opinions. They can reincorporate this • Do you have any photos from when you language when comparing and contrasting were little? two images. they ‘teach’ their partners... give a expressing personal opinions sheet with a third of the definitions to each student. 5. focus students vocabulary into the four columns of the on the language used in each case as they table. computer or in a photo album? 4. before checking with the whole class. Ask students to look at the two the sentences... so ask students to work in pairs to try to recall expressions from Unit 5. 2. Pairwork. • Review language for speculating and • Divide the words into three groups. describe a photo Pages 58 and 59 Aims Extra! (Additional activity) • Listen to effective techniques for If you think students will need help with the describing a photo vocabulary.

59 © Macmillan Publishers Limited 2012 Comm1_TeachersNotes. Students now use the language from 7 language we use to compare and contrast. becoming familiar with a few generic expressions into which they can insert appropriate vocabulary. comparison and main points of the task and using the points speculation. 7. Pairwork. Monitor while they be applied to many pairs of photos. Ask them to read photographs is a common task in oral the task and underline the different things examinations. Becoming familiar with these types of ‘building block’ expressions is the aim of 6 and 7. Then their performance in this type of test by change roles. Note 9.indd 59 3/27/12 3:21 PM . productively in order to write sentences about These are generic expressions which could the photos on page 58. Student B checking that they address the including description. work and then ask a few students to read out some of their examples. Students can really improve in 4 as a checklist of what they include. This exercise focuses students on the 8. Student A speaks first with to combine a variety of functions. Students decide who is Student Comparing and contrasting two A and who is Student B. It requires students they need to do.

all the expressions page 60. to another pair who have to identify the Extra! (Additional activity) appropriate expression. so it’s probably a good idea to have students compare their answers in pairs before listening again and then checking with the whole class. Communicate 1 Unit 10: Prepare to . Then open • Review and extend vocabulary for up to a class discussion. Student B gives feedback put them in pairs to think of examples. which have become very popular in students. put the items into the correct column. 60 © Macmillan Publishers Limited 2012 Comm1_TeachersNotes.. other and vice versa. . Ask students to look at the three diagrams Student B get an opportunity to make a which show different ways to structure a speech. To ensure that both Student A and 4. It also puts more onus • Contrast expressions used to add points. Students listen to number B. Task: continuing on the theme of fame. have students answer the topic. to Student A. Ask students to discuss the speaker’s ideas in Aims pairs and give their own opinions. They should also look at the linking questions. This requires quite intensive listening. This time Student B 5. you could subsequently join two presentation. summarize the different arguments the Then Student A gives feedback to Student speaker makes. Some expressions can go in more recent years. brainstorm arguments for and against the 2.. describing fame and success • Focus on the construction of a Note presentation Giving students time to discuss in pairs • Practise listening for gist and to infer before the open class discussion means they meaning in the context of giving an opinion have a chance to formulate their own ideas before ‘going public’.. Ask students to listen to a pairs together and then ask Student A from presentation and identify the structure the one pair to work with Student B from the speaker uses (B). in a different order. Ask students to read the points. Pairwork. Extra! (Lead in) 7.. If your students come from the same country.indd 60 3/27/12 3:21 PM . on individual students to contribute to the make contrasts and conclude discussion and gives everyone in the class • Prepare and give a speech giving more opportunity to practise speaking in the arguments for and against lesson than if all discussion is conducted in open class through the teacher. Changing the pairs means there is more the points in the order in which they hear reason to listen as the arguments will not be them. Check 8. Students complete the 3. together with the class. these are generic expressions which 1. Again. identical in each pair. To check meaning. Give students time in pairs to than one column. task as indicated. The table includes expressions from the Ask students to look at the three photos on listening. asking for definitions the task focuses on the idea of TV talent for expressions you think may be newer for shows. Say who they can see and what have been categorized and students need to these people are famous for. talk about a proposal Pages 60 and 61 6. Then say the examples. write the appropriate heading in each column. expressions in 7 and think where and how they can use them. which makes the speech while Student A listens. In this case. Students read the vocabulary and students can use in many different contexts.

co. They should also students speculate about what the boy is read the Useful language box and see which trying to achieve.. They should 2. read through the questions and then listen 5. have students vote for the most interesting recap with students the topics of the different campaign idea and the best presentation.. Ask students to discuss the questions before opening up the discussion with the whole class. Ask them to involved... expressions they can use. It may negotiation and presentation skills be helpful to give them time to prepare outside class. before checking with the whole class. Ask students to look at the two photos. Tell students they are going to listen to a decide who is going to present the different conversation about a programme which aspects of the project so that everyone is was on the television in Britain. ask them explain ideas. Channel 4 started in 1982 and is known for quality innovative programmes on current affairs as well as alternative comedy and films. Before • Review and extend vocabulary used to starting to work on their project. Give time listen and should think of a question they for students to compare answers together can ask the team when they finish. Pairwork. During the presentations. Finally. . Battlefront campaigns they heard about. Communicate 1 Unit 10: Prepare to . do a project Pages 62 and 63 4.uk. reasons and objectives and to look at the Remember box and review to talk about different aspects of a plan language of negotiation from Unit 5. 61 © Macmillan Publishers Limited 2012 Comm1_TeachersNotes. Have PowerPoint presentation. other students to find the correct answer to each.battlefront. so that they can use a computer to design logos or prepare a 1. Students read the Project box and all the Aims different aspects they have to work on. Extra! (Homework) Students can read about lots of other Battlefront campaigns and even get involved if they go to http://www. agreeing and disagreeing and they then need to prepare to present their confirming decisions ideas to the class. They cannot vote for their own work! Culture note Battlefront was shown on Channel 4 in Britain.indd 61 3/27/12 3:21 PM . Finally. suggesting. or think of another issue that they feel strongly about. When • Review expressions seen previously for they have prepared all the aspects indicated. Put • Practise listening for specific information in students into groups of three or four and ask the context of a conversation about a TV them to read through the list of suggested programme ideas and choose one. Give students plenty of • Prepare and present a project involving time to work on their presentation. 3.

.. Ask students to look at the images and label with words from the Phrase bank... Read the Culture box. Students extend their descriptive vocabulary by associating an adjective with each of the food and drink items in 1. Communicate 1 Unit 11: Eating out Vocabulary Page 64 4.. food? 62 © Macmillan Publishers Limited 2012 Comm1_TeachersNotes. In class or for homework.. My favourite type of foreign food is . Then ask students to translate the food expressions. 3. 2. then ask and answer with a partner: Do you normally eat a . Dictate the following. ask students to complete the following questions with an adjective from 3.. In a multilingual class. Then ask them to use the expressions from 4 to Extra! (Lead in) complete the text. Extra! (Additional activity) To consolidate and personalize the vocabulary. 1. Ask the class what they know about the British diet now and in the past.. Ask students to complete the sentences then compare their answers with a partner. about the food from their own country. you could get The last thing I cooked was . Ask them to tell their partner which of the things they eat regularly and which they like / dislike. Ask students to look at the expressions in the second section of the Phrase bank and complete the exercise.. try to pair students Aims with someone who speaks the same • Review and extend vocabulary to describe language.. Extra! (Additional activity) The last thing I had to eat was . diet? Do you like ..indd 62 3/27/12 3:21 PM . students to write and present a similar text My favourite dish is .. • Read about food in Britain 5.

. blanco y negro (Spanish). difference is whether you see food simply as something necessary or whether you get real 5. pairs before eliciting some answers with the 6. Then put them in pairs to class. Ask students to complete the collocations Aims using expressions from the Phrase bank. Then listen. Write the following question on the board: Do you eat to live or live to eat? 4. problems there could be. town and country.. etc). giving time for students to compare with a partner 2. 63 © Macmillan Publishers Limited 2012 Comm1_TeachersNotes. science and technology. Ask students to Ask students what they think it means (the repeat the pairs. Pronunciation box: ask students to do the exercises as indicated. 1. Language note There are many two-part collocations in English (in and out. Ask students to read the questions and add Before listening. discuss the questions. a plate of bacon and eggs) to help them. one of the people has a food-related problem. Elicit some answers with the whole class. In each case. you could ask • Practise listening for specific information them to cover the Phrase bank phrases and in the context of three conversations about try to work out the collocations on their own food before checking. eg black and white (English). Students will hear three conversations in the whole class. schwarzweiss (German). Ask students to look at the photos and label pleasure from it). Focus on the weak pronunciation of and (/ənd). Many of these are logical pairings. Listen to check. Communicate 1 Unit 11: Eating out Speaking Page 65 3. Ask fast finishers to test each other by saying the second part of the pair and trying Extra! (Lead in) to remember the first part (eg . paying attention to this. and chips). same order as the photographs. Ask students to look at the first two sections before checking the answers with the whole of the Phrase bank. • Talk about different types of food and express opinions about it Extra! (Mixed ability) • Look at some common food collocations If you have strong students. ask students what type of one more of their own. For weaker students you could prepare a set of images (eg of a knife • Pronunciation /ʤ/ and /ɡ/ and fork. Ask them to discuss it in them. but it’s important for students to focus on them as sometimes the order or construction may be different in the students’ mother tongue.indd 63 3/27/12 3:21 PM .

indd 64 3/27/12 3:21 PM . 2. Ask students to look at the items in the Phrase bank and associate them with one type of food or the other. Aims 4. the context of some food facts 5. Ask students to read through the menu and • Review and extend vocabulary associated say what they would order. Listen to check answers. 64 © Macmillan Publishers Limited 2012 Comm1_TeachersNotes. Student A must argue in favour of fast food and Student B must argue against. Ask students to read the questions before • Practise listening for recognition and playing the CD. Give students a chance to specific information in the context of a compare with a partner before checking their conversation in a fast food restaurant answers with the whole class. Communicate 1 Unit 11: Eating out Listening Page 66 3. Then ask them to with restaurants and fast food listen to a conversation and tick the items the • Practise listening for specific information in customer orders. Pairwork. 1. What type of fast food do you like? Then put students into pairs. Give them a minute to think of arguments and make some notes before starting. Ask students to read the facts and try to decide together what the missing words could be. Extra! (Homework) Extra! (Lead in) Ask students to look on the internet and First ask students to discuss the following see if they can find any statistics about the questions: number of fast food restaurants in their How often do you eat fast food? country today compared with 20 years ago.

Ta. Pronunciation box: all the words and Extra! (Lead in) expressions include at least one consonant cluster (a sequence of consonants with no Put the following expressions on the board intervening vowel sound). In a). Then • Practise a dialogue in a fast food look at the headings in the Phrase bank and restaurant write them in the appropriate box. Pairwork. • Pronunciation: consonant clusters 2.. students predict Thanks   Cheers   Good health   pronunciation and then listen to check. 65 © Macmillan Publishers Limited 2012 Comm1_TeachersNotes.   3. Good health.. Ask students to read the phrases and find synonyms in the table. ask students and ask students to divide them into two to listen and repeat and then underline the groups of words with a similar meaning: consonant cluster. Thank you and Cheers are all ways of thanking. Aims Working in pairs. Bottoms up (referring to the bottom of the glasses) and Here’s to (you / the happy couple / Jim) are all ways of making a toast before having a drink. or be the person who works in the fast food restaurant. Bottoms up   Ta   Here’s to . place an order. Cheers. Ask students to cover the Phrase bank. Thank you students take turns to be the customer and Then ask students to read the Culture box. Language note Thanks.indd 65 3/27/12 3:21 PM . they read the phrases in the • Use appropriate language for ordering table and try to say what the speaker is doing food and talking about payment when using each group of expressions. In b). Communicate 1 Unit 11: Eating out Functional language Page 67 1. Using the menu on page 66.

students may prefer to start off with books Explain the situation: the students are going open. Less confident any unfamiliar vocabulary. In each case. then read • Focus on strategies we use when speaking the relevant role card.indd 66 3/27/12 3:21 PM . customers place an order for pizza. Ask the students to read the menu and clarify so as to practise both parts. reading the dialogue before gradually to listen to two different dialogues in which trying to perform it more independently. understood something • Practise listening for specific language in Extra! (Mixed ability) the context of a telephone conversation Stronger students can close their books and • Practise ordering fast food over the phone improvise the conversation. using the skeleton dialogue to help. adding in extra ideas of their own and then changing roles 1. 66 © Macmillan Publishers Limited 2012 Comm1_TeachersNotes. the customer doesn’t understand a phrase and needs to ask for clarification. Ask students to decide who is Aims Student A and who is Student B. Ask students to read the question and then listen to the way the problems were resolved. and then ask them to try to memorize some of • Practise indicating that you have not the key phrases. Read the Strategy box and have students answer the questions in part a. Give students time to on the phone prepare. Pairwork. Communicate 1 Unit 11: Eating out Final task Page 68 2.

Communicate 1 Unit 12: Young workers Vocabulary Page 70 3. leaving gaps if they miss words and about the law regarding youth work in Britain. Ask students to discuss the difference in meaning between the two expressions. Then listen again to correct the left the first time. After this. It’s not important if it is identical to the original. writing and speaking and allow them to apply their grammatical knowledge. they can check with the text in the Culture box. students work in sentences and note any more information pairs and use the information they have both they hear. their friends or their family. Ask students to read the definitions and find a Aims word for each from the Phrase bank. trying to start again if they get lost. 2. so monitor while they are checking. 1. Ask students to read out some of their sentences and use the opportunity to ask them a Extra! (Lead in) few more questions about what they have written. 67 © Macmillan Publishers Limited 2012 Comm1_TeachersNotes. Tell the students you are going to read a text at a fairly natural speed. Then read it again.indd 67 3/27/12 3:21 PM . written to come up with a complete text. • Review and extend vocabulary to describe work and jobs Extra! (Additional activity) • Speak about work for young people Ask students to choose three of the • Practise listening for specific information expressions from the Phrase bank and in the context of information about the law write example sentences which are true for regarding youth work in Britain themselves. Students discuss the questions together before feedback with the whole class. When they are ready. They should take 4. listen to decide which are true and which asking students to complete any gaps they are false. Students now find out some more information notes. This activity – known as dictogloss – is a great way to give students practice of listening. so long as it is grammatically correct. Read the Ask them to read the statements and then Culture box text once. Pairwork.

Students listen to four teenagers talking about their work and write the job under each person’s name. Pairwork. 68 © Macmillan Publishers Limited 2012 Comm1_TeachersNotes. students put the words into two groups according to the • Ask and answer questions about a job sound. asking for words that helped them decide. Ask students to read and repeat. Pairwork. prepared to tell the class. • Pronunciation: easily confused sounds 4. Then reverse roles needed for exercise 1. the items in the Phrase bank and then ask checking questions: Extra! (Homework) Who works in a supermarket? (a shelf Ask students to research the law regarding stacker) youth work in their own country and come Which people work outdoors? (ski instructor. pizza delivery person) Which people serve food? (barman / barwoman. Students discuss the question together before opening up a brief discussion with the whole class. Communicate 1 Unit 12: Young workers Speaking Page 71 3. newspaper boy / girl. • Practise listening for specific information Pronunciation box: focus on the two sounds in the context of four teenagers describing and the difference in pronunciation between their jobs ‘walk’ and ‘work’. Listen again. Students should use their Extra! (Additional activity) imagination to give details about the job in Check students understand the vocabulary answer to the questions. 2. Ask students to compare • Describe different types of jobs which answers with a partner before checking with young people often do the whole class. Ask students to decide who is Student A and who is Student B. fast food attendant. Check with the whole class.indd 68 3/27/12 3:21 PM . then read the role cards. pizza delivery person. waiter) Who works in an office? (clerical assistant) 1. noting the good and bad things Aims about each job. In b).

You could open up a whole-class discussion after Extra! (Lead in) a few minutes. with summer jobs and the benefits of 4. like working with people and be responsible and alert. Extra! (Additional activity) Before listening. Before listening. Communicate 1 Unit 12: Young workers Listening Page 72 3. In a multilingual group. They can check their ideas with a dictionary.indd 69 3/27/12 3:21 PM . Ask if teens do these jobs in their own country. What jobs did they do? 1. Students discuss the two jobs from • Discuss job options the radio interview. try to pair students with someone who speaks the same language. 69 © Macmillan Publishers Limited 2012 Comm1_TeachersNotes. summer jobs 5. 2. Ask students to look at the four photos of teenagers doing summer jobs and label them with items from the Phrase bank. a lifeguard must be a good swimmer. In feedback they in the context of a radio programme about should correct the false statements. ask students to think about the four jobs in the photos and discuss what the requirements would be for each one. For example. Students listen to a radio programme about Aims summer jobs and complete the information on • Review and extend vocabulary associated the index cards. the students read the doing summer work statements and then listen to decide which • Practise listening for specific information are true and which are false. saying which they would prefer or feel more suited to and why. Ask students if any of them have worked during the summer holidays or know anyone who has. then have students translate the expressions. Pairwork.

Pairwork. while Student B prepares some advice for someone going to a job interview. Ask students A should read the information card about to work in pairs and think of five pieces of the job. remembering to use appropriately Compare with the whole class. Students who need more support can do the exercise as instructed in the book. questions. Ask students why the more formal questions about money and working hours are less direct and establish that this is to avoid giving the interviewer a negative impression about our commitment or reasons for wanting the job. Extra! (Mixed ability) Stronger students could cover the Phrase bank and try to think of a more formal equivalent before checking. Ask students to read the phrases Aims and decide what each one expresses. Student Write ‘interview’ on the board. Extra! (Lead in) 3. Then do the roleplay. 70 © Macmillan Publishers Limited 2012 Comm1_TeachersNotes. Have them read the box to check their ideas. Language note: write the two questions from the Language note box on the board and ask students the difference. • Practise a dialogue in the context of a job Show students that we can indicate this by interview underling the stressed syllable (interview). Students complete the table. Ask students to decide who is Student A and who is Student B. formal language. Ask students to mark the stress on the words • Pronunciation: word stress in a) before listening to check. 1. Pairwork. Then say the words. Communicate 1 Unit 12: Young workers Functional language Page 73 2. • Contrast formal and informal language Pronunciation box: write ‘interview’ on the used when enquiring about a job board and elicit where the main stress is.indd 70 3/27/12 3:21 PM .

students think about a job they know about or about one of the summer jobs from page 72 and prepare to answer the questions in 1. Working individually. they carry out the roleplay. decide which of the two jobs to choose and then read the • Focus on strategies we use to provide a description. Student A should look over the balanced answer questions they prepared in 1. Student • Practise questions to find out details about B already does one of the jobs on page 105. they can reverse roles and Student A can answer questions about the other job on 1. Pairwork. Working in pairs. page 105. Students decide who is Student A Aims and who is Student B. Using the checklist ‘Notes’. Strategy box: ask students to read the box and focus on the way we balance good and bad aspects in our answer. 2. In this roleplay. Monitor while students are working to check they are doing the task in English and to help and correct. a job They should turn to this page. When they are • Discuss the pros and cons of different ready.indd 71 3/27/12 3:21 PM . Pairwork. 3. students take it in turns to ask questions about their partner’s job. students prepare questions to ask about the topics listed. If there is professions time. Note: these should be informal questions. 71 © Macmillan Publishers Limited 2012 Comm1_TeachersNotes. Communicate 1 Unit 12: Young workers Final task Page 74 4. as if you were asking a friend about a job you were interested in before deciding to apply for it.

Ask students to complete the sentences with Aims words from the second section of the Phrase • Review and extend vocabulary to describe bank. Finally. Communicate 1 Unit 13: University of life Vocabulary Page 76 2. the questions in pairs before opening it up to a whole-class discussion. Then give them a time limit of one minute to quickly 1. Then ask them to discuss complete the text with the words in the box. After label them with words from the first section of this. ask students if this idea is common in their own country and what they think about Culture note the idea. The InterRail pass is a special ticket which offers unlimited rail travel to European citizens in participating countries for a fixed period of time. then read the Language note in order different types of travel to check their answers as these words are commonly confused.indd 72 3/27/12 3:21 PM . Write ‘gap year’ on the board and elicit • Read a text about taking a gap year students’ ideas about what this means. 72 © Macmillan Publishers Limited 2012 Comm1_TeachersNotes. People from outside Europe can purchase the Eurail pass and those wishing to travel in just one country can buy the InterRail One Country pass. Ask students to look at the three photos and read the text and check their ideas. let them read more slowly in order to the Phrase bank. • Speak about travelling 3.

Elicit some ideas about where the people are and what they are doing. Have students read the phrases and decide which to write in each speech bubble. Then following things they have done: ask some students to report their gap year • travelled more than one hour alone ideas to the class. • Pronunciation /ə/ 4. students predict where they think they about life experiences will hear /ə/. 2. Explain that they all show young people on a gap year. Communicate 1 Unit 13: University of life Speaking Page 77 3. 1. Tell the students you are going to look at some other experiences. 73 © Macmillan Publishers Limited 2012 Comm1_TeachersNotes. • Practise listening for gist and specific Pronunciation box: first students listen to information in the context of four teenagers the example and notice the pronunciation describing their gap year experiences of schwa /ə/ (remind them that you looked at this weak sound previously in Unit 8). they listen to check • Speak about ideas for a gap year and repeat.indd 73 3/27/12 3:21 PM . • been responsible for looking after small children • had to budget or organize money for a particular event • decided what to pack for a trip • bought food and prepared a meal for other people Ask them to discuss what they think they learnt from these experiences. Then in c). Pairwork. • Focus on some common collocations In b). Students discuss their ideas. Ask students to discuss in pairs which of the 5. Elicit details experiences from the students. Ask students to look at the remaining expressions in the Phrase bank and decide which collocate with ‘change’ and which with Extra! (Additional activity) ‘make’. Students listen to the four speakers to note Aims their names by the photos and note any • Describe the effect of significant life additional information they hear. Ask students to look at the four photos. Ask students to look at the first two expressions in the Phrase bank and match them to the definitions.

• Practise listening for specific information in the context of an interview with an Extra! (Homework) Erasmus student Either ask students to use the internet to find out about the other programmes within the Extra! (Lead in) EU’s Life-Long Learning Programme or ask students to find out more about what there is Ask students what they know about the to see and do in Galway. Allow time about taking part in the Erasmus for students to compare together before programme checking answers with the whole class. Culture note Erasmus – the European Community Action Scheme for the Mobility of University Students – is an EU student exchange programme which started in 1987. Then Aims explain that GMIT is the Galway-Mayo • Review and extend vocabulary associated Institute of Technology. Ask students to read the words in the Phrase bank and discuss in pairs their connection to the Erasmus programme. Over 2 million students have taken part over the last 20 years. one of two university with Erasmus programmes institutions in Galway.indd 74 3/27/12 3:21 PM . Then have students read the questions and find answers in the website extract before deciding which they think are the most important reasons. then ask • Read a website page with information them to listen to find the answers. 74 © Macmillan Publishers Limited 2012 Comm1_TeachersNotes. 1. Give students a few minutes to read the questions. Communicate 1 Unit 13: University of life Listening Page 78 2. They attend university either in the local language or in English for a minimum of three months and their studies are recognized by their home university. Ask students to read the Culture box. Erasmus programme and if anyone they know has taken part.

writing their information and prompt a speaker to ideas in pencil – don’t spend too long on this continue as there are various possibilities. Students now adapt the dialogue to talk Erasmus year. using expressions from the Phrase bank. ask students intonation as indicated.indd 75 3/27/12 3:21 PM . • Pronunciation: intonation 5. Ask them to read the interview and • Focus on language we use to elicit more guess the missing questions. Students practise the dialogue. • Practise a dialogue in the context of talking 4. Extra! (Additional activity) You may like to replay track 2/44 so that students can hear how these phrases were used in context. what they can remember about Raquel’s 6. Ask students to more information. Tell students they are going to about their own travel experiences. Highlight focus on the language used to draw out more the importance of asking questions to elicit information in the interview. If this is in a subsequent lesson. Listen for the questions the interviewer about a trip actually used and ask students to write these in pen. focusing on 1. Ask students if they have ever visited Aims Morocco. 75 © Macmillan Publishers Limited 2012 Comm1_TeachersNotes. Communicate 1 Unit 13: University of life Functional language Page 79 3. read the question stems carefully and try to decide how each one was finished. 2. Focus on the structures as indicated. Then listen to check. Pronunciation box: focus on the model and listen to the two examples of intonation.

Explain that you are going to listen to extracts from job interviews with two students who took a year out. a job interview 5. Student Bs need to choose one of the options and think how to present this to an Extra! (Lead in) interviewer in terms of what they learnt from Write ‘gap year – job interview’ on the board the experience and how it could benefit the and elicit any connections students can see employer’s company. 3. students work in pairs to carry out the roleplay. • Discuss different arguments in favour of remembering to use some of the questions taking a gap year used to draw people out from page 79. between the two ideas. Pairwork. gap year’. 76 © Macmillan Publishers Limited 2012 Comm1_TeachersNotes. Put students into pairs to compare and Aims explain their choices. valuable Student As can prepare for the interview. they could reverse roles. 1. Give time for convince someone your experience was preparation. Ask students to decide who is • Focus on speaking strategies used to Student A and who is Student B. Working individually. 2. Then together they must • Practise listening for gist in the context of reduce the list to the four most important. If there is time. Focus on the way that a pleasurable experience can be presented to an interviewer as something which has also taught you new skills.indd 76 3/27/12 3:21 PM . Ask students to read the arguments. ask them to choose the six most important arguments and note a reason for choosing each. When they’re ready. with Student A (now the Language note candidate) choosing a different option from ‘Take a year out’ is a synonym for ‘take a the three jobs. Communicate 1 Unit 13: University of life Final task Page 80 4. Ask students to listen and decide which one would give a better impression to the interviewer and why.

Communicate 1 Unit 14: Travel Vocabulary Page 82 2. 77 © Macmillan Publishers Limited 2012 Comm1_TeachersNotes. both meanings.. one for British English). (US) → I’d like a return train ticket Ask students to complete them with their please. and picks up passengers at various stops. Throughout • Speak about transport preferences Communicate. Language note boxes have included information on this. However. Then ask them to discuss the definitions and find one expression for the question. Ask students to read through the text quickly.. Elicit some answers with the whole class. Language note without worrying about the gaps and say A bus is normally used for local transport what type of travel it refers to (rail travel). Then ask them to complete the gaps with whereas a coach is for longer distances and the expressions from 3. writing Dictate the following sentences: them in two columns (one for American My favourite form of transport in the city English. eg: When I go on holiday or on a longer journey. or you could prepare sentences for them to ‘translate’.. different forms of transport and fares • Contrast British English and American Extra! (Additional activity) English terms to talk about travel Travel is just one area where there are • Read a text about rail travel in the UK significant differences between British English and American English. Ask students if they can think of any different kinds of ticket.. because . Finally. Finally. They can is . I like travelling by .. I’d like a round trip train ticket please.. either test each other. each. in discuss if the system is similar or different in colloquial speech some people use bus for their own country.. Ask students to refer to the second section Aims of the Phrase bank in order to complete the • Review and extend vocabulary to describe table.indd 77 3/27/12 3:21 PM . 3. You might ask your students to go back through the book Extra! (Lead in) and collect all these expressions. Ask students to look at the three photos and expressions in the third section of the Phrase label them with words from the first section of bank and check meaning in pairs. (UK) own ideas before comparing with a partner. Then ask them to read the 1. because . read the Phrase bank.. 4. ask them to normally stops fewer times.

After checking answers. Ask students to discuss the difference in in Heathrow and then a similar conversation meaning between the three expressions. Tell Pronunciation box: the activities focus on the them to use vocabulary from the first part of stress we use when we wish to differentiate the Phrase bank. the photos accordingly. Then listen to three short numbers. Students listen again to note details of the three transport options. particularly before a process of arriving at an airport and number noun. Explain to students that the conversation is Extra! (Lead in) between a tourist information officer and a Ask students to discuss the following visitor who has recently arrived at Heathrow. Communicate 1 Unit 14: Travel Speaking Page 83 Aims and Victoria have both tube and main- • Describe different places in an airport line stations and are frequent arrival points for visitors arriving from Heathrow • Practise listening for gist in the context of and Gatwick airports. 5. 3. whereas a main-line station serves for the expressions in the Phrase bank to the overground inter-city train service. in the context of a conversation about On the London Underground. Students roleplay the conversation 2. though may be more • Practise listening for specific information expensive than a stopping service. who may be arriving at an airport in the UK or which you then show at the start and end of another English-speaking country and follows each journey you make.indd 78 3/27/12 6:51 PM . Piccadilly Circus and Oxford Street are only tube stations. how did you arrive and where? Which is the nearest airport to your town or Culture note city? How do visitors get from the airport to the city centre? You can buy an Oyster® card at any tube station and in some shops in London. ask students to read the Culture box. whereas Paddington 78 © Macmillan Publishers Limited 2012 Comm1_TeachersNotes. 4. in context. You This page is designed to prepare students pay for. 1. Extra! (Additional activity) Language note Ask students to work in pairs. Have you been to London or the UK? If so. the distinction is not as extreme. which are all related to train travel. lines and different travel options trains are described in terms of the • Practise asking for travel information direction in which they are heading – a • Pronunciation: stress on numbers train going east is an eastbound train. for their own airport. arrival at the airport to finding out about trains into the city centre. Ask the students to look at the three photos and discuss what they can see in pairs. Pairwork. for example when giving prices. One student A tube station serves a local underground closes their book. store and add credit to the card. conversations from different stages of the However. In test their partner. London. the other gives definitions system. The card charges through different stages of their journey from you the cheapest available fare. questions in pairs: Ask them to listen and find out which option the visitor chooses. three airport dialogues A direct service doesn’t stop and is • Describe different train services therefore faster.

What else is York famous for? Check answers and see which pair wins. 79 © Macmillan Publishers Limited 2012 Comm1_TeachersNotes. who lives in York. Students listen to identify which places on the map are not mentioned. 1.org/ and find three things they would like to do in York. ask students to discuss the Aims meaning of expressions in the Phrase bank. Before listening. look at the map and read the box about tourist attractions. Communicate 1 Unit 14: Travel Listening Page 84 2. explain that students are going to listen to a voicemail left by Ravi. Give them time to read the questions. Which three cultures is it associated with? Name three places you can visit. give students time to read the Give students one minute to read the Culture questions before listening.indd 79 3/27/12 3:21 PM . confirming her arrival. students hear a phone conversation Extra! (Lead in) between Maria and Ravi. Extra! (Homework) students write their answers. 3. Ask students to compare their • Describe different aspects of travel by answers together before checking with the coach whole class. • Practise listening for specific information Explain that they are going to listen to Maria in the context of a voicemail message and asking for information about coach travel to in the context of two phone conversations York. box. Having become familiar with some information about York. Finally. In pairs. for Maria. Ask students to look at the travel website Where is York? http://www.visityork. Read out the following questions. Again. between friends then listen to decide the correct option in each case. Then close books. who is going to visit him.

Ask the students to find synonyms for the expressions in bold in exercise 1. and organize a journey Pronunciation box: focus students on the two • Focus on language relating to types of seat sounds by saying ‘my’ and asking students to and ticket say as many words as possible with the same sound. the other says a synonym. Extra! (Mixed ability) Fast finishers can work in pairs and test each other – one says an expression. asking for and giving travel information 4.indd 80 3/27/12 3:21 PM . then do the same with ‘day’. students to check their spelling with the text and then say whether young people enjoy the same conditions in their country / city. ask students what they can remember about York and Maria’s travel arrangements. Give a few minutes Extra! (Lead in) for students to read the role cards and Dictate the text from the Culture box. Communicate 1 Unit 14: Travel Functional language Page 85 3. Ask students to decide who is • Pronunciation /aɪ/ and /eɪ/ Student A and who is Student B. 1. Ask students to read the phrases from the conversation they heard previously. Change the locations in order to make it as relevant as possible to your students. Ask students to look at the Phrase Aims bank and explain the expressions together. Then change roles. After this • Practise a conversation in the context of use the exercises indicated in the box. 2. • Focus on language we use to buy tickets Then find the examples as indicated in 3. Pairwork. Ask prepare before starting. Pairwork. 80 © Macmillan Publishers Limited 2012 Comm1_TeachersNotes. If this is in a subsequent lesson.

Ask students to decide who is Student A and who is Student B. Pairwork. When they are ready. After this. 81 © Macmillan Publishers Limited 2012 Comm1_TeachersNotes. 1. Ask students to look through the unit and find pairs of words which fit together as options. ask them to roleplay the conversation. To add extra difficulty • Carry out a roleplay involving asking about to the task for stronger students. or even consider having them sit at opposite sides of the classroom and Extra! (Lead in) phone each other. Give students time to prepare. either consulting the Strategy box or referring to the travel information on page 106. 2. • Focus on intonation when giving paired alternatives Extra! (Mixed ability) • Focus on speaking strategies used to It’s much more difficult to talk on the phone check information than face-to-face. ask and giving information on different travel them to sit back-to-back and conduct the options conversation without being able to look at each other. ask students to change roles and Aims read the role cards for Task 2. Ask students to listen to the pairs and focus on the intonation.indd 81 3/27/12 3:21 PM . Then read the role cards for Task 1. which rises on the first option and falls on the second. Then listen and repeat. Communicate 1 Unit 14: Travel Final task Page 86 3. eg ‘single or return’.

Give students time to read the statements   1. discuss what they would say.. 82 © Macmillan Publishers Limited 2012 Comm1_TeachersNotes. Extra! (Lead in) Answers: 1 things  2 called  3 like  4 sure Ask students to discuss the following 5 when questions in pairs: Then show students some pictures of items Do you like being in large groups of people? for which they are unlikely to know the word in English (eg kitchen gadgets. After an initial listening. Remember box: ask students to recall   2...indd 82 3/27/12 3:21 PM .……. Elicit some answers from the class. ask • Listen to effective techniques for students which answer was better and why. • Practise an exam-style task based on – I’m not sure what they’re (2) ….. comparing and contrasting two photos but they’re (3) …. tools. Students now listen to a student performing Aims the task well.. Students work together to decide answer in pairs before eliciting their opinions which category each of the words belongs in with the whole class. but I think it’s (5) ….  hen was the last time you were in a W stationery items) and ask them to describe crowd? them to their partner using the expressions How did you feel? from the listening.…….. big signs and when and speculating about content people are on strike or holding some kind of demonstration. Students listen to a student answering the expressions from Unit 10 in pairs. 3b.. sure of a word or exactly what the picture shows) Extra! (Additional activity) • Practise listening for specific information in You could project these extracts from the the context of a description text and ask students to listen again and • Review and extend vocabulary for complete with the missing words: describing events The people are carrying those (1) ………….. Communicate 1 Unit 15: Prepare to . true or false. question.. they write slogans on them. • Review language for describing similarities and differences I’m not too (4) …. Give time for them to react to the   4.…. they reduce the prices. Pairwork. so you can buy something half price or with a big discount. describe a photo Pages 88 and 89 3a. In pairs. Ask students to read the task and underline before listening again to decide if they are the different things they have to do. contrasting two photos and speculating Then focus them on strategies the student about the content uses when dealing with uncertainty (she • Focus on strategies for dealing with doesn’t know the correct word or isn’t sure uncertainty (eg explaining when you aren’t exactly what the picture is showing). .…... and complete the table.

Ask students to decide who • take dictionaries into the class or is Student A and who is Student B.indd 83 3/27/12 3:21 PM . Pairwork. Give them time to read the Checklist box before starting. they ‘teach’ their partners 83 © Macmillan Publishers Limited 2012 Comm1_TeachersNotes. give a sheet with a third of the definitions to each student. then partner answers all parts of the task and have students stand up to go and consult observe how they deal with uncertainty. Ask students to work individually to make Extra! (Additional activity) notes on one of the events in the table which If you think students will need help with the they have attended. vocabulary. students should check that their them up round the walls of the class. the definitions • divide the words into three groups.   5. When • photocopy dictionary definitions and stick listening. working together. try one of these ideas:   6. First let students check vocabulary using they read the task and look at the photos smartphones as indicated.

in presenting these ideas and finally practise scientist Stephen Hawking and sporting and delivering them in a convincing way. Refer musical celebrities like Diego Maradona and them also to the Remember box to ensure Jon Bon Jovi (more information at they link their arguments in an appropriate http://www. the richer and more 4. 84 © Macmillan Publishers Limited 2012 Comm1_TeachersNotes. Then ask • Practise listening for specific information in them to read the Task box and the motion for the context of a description of the stages their class debate. Competitive debating is a popular activity in many English-speaking countries at 6. Ask teams to work together to top debating teams.. to ensure that they are working on the task in English and to provide linguistic 3.. inviting people of great brainstorm and research ideas to support international prestige to take part in their their side of the argument. on the preparation. Divide the class into teams. then Note listen to the description of a formal debate and decide if they are true or false. The Oxford Union whether they are speaking for or against at Oxford University is one of the world’s the motion. Tell each team and international level. Ask students to read the statements and then support. Explain that the debate is not just a sophisticated the debate will be. Teams compete at local. Ask students to look at the photos on page Aims 91 and discuss what they can see. again comparing together before checking with the whole class.. the gaps. have a formal debate Pages 90 and 91 5. Ask students to listen and complete adjudicate the debate and decide the winner. discussion. Communicate 1 Unit 15: Prepare to . good idea to spread this over two lessons so as to allow students time to research in order to find more convincing arguments and Culture note statistics.oxford-union. Previous guest follow the Checklist suggestions to organize speakers have included world leaders like their arguments. but a competition which teams can win or lose depending on their debating Conduct the debate. 2. Ask students to read the statements. Ask students to look at the photos and requires serious preparation. national number of teams in the class. agree the role of each person Winston Churchill and the Dalai Lama. The more time students spend listen to complete the rules for a debate. expressions Note • Prepare and stage a formal debate A debate is not just a discussion and 1. . manner. It may be a describe what they can see.org). They should then Thursday evening debates..indd 84 3/27/12 3:21 PM . Assign another team to skill. Give time The teacher’s role during the preparation to compare with a partner before checking phase is to monitor the groups’ work the answers with the whole class. If you wish to add more and roles in a formal debate variety you could have different motions for • Review formal and informal linking each pair of teams. with three or four school and university level as well as among people in each team and ensuring an even adults.

Then protocol regarding behaviour and dress and have them work together to prepare their for the rather idiosyncratic hats some of the presentation. of three events 5. they interesting plan and the best presentation.. Ask students to read the statements. in pairs or small groups. Finally. have students vote for the most Still celebrated all over Scotland. Using the internet. students research the event and also options for accommodation and travel.indd 85 3/27/12 6:51 PM . or to other groups. Ask students to look at photos of three • Review and extend vocabulary used to more events in Britain. 2. listen again before checking answers. ask students to Royal Ascot is an annual horse racing read the Remember box and recall event. Tell Aims them that they refer to one or more of the • Speak about some traditional events in events as indicated. information such as photos and maps or a Stonehenge is a prehistoric monument PowerPoint presentation. Students listen again Britain and in the students’ own country to write A. finish. . Working 1. Additionally.. negotiation and presentation skills 6. The Highland Games are traditional events other students listen and should think of a with games based on physical strength and question they can ask the team when they competitions of Scottish music and dancing. Ask students to read the Project box. depicted. held in June every year in Ascot. Ask students to look at the three photos. During the presentations. used for pagan ceremonies. do a project Pages 92 and 93 3.. • Practise listening for gist and specific information in the context of descriptions 4. Communicate 1 Unit 15: Prepare to . south-west England. 85 © Macmillan Publishers Limited 2012 Comm1_TeachersNotes. It is particularly famous for the strict presentation in Units 5 and 10. they choose one of Have students describe what they can see the three events shown. Pairwork. Students listen to three people who each attended one of the events in the photos and complete the table. Culture note Working together in class. particularly at Students then present their plan to the class the summer solstice. or assign an event to and compare and contrast the three events each group to ensure variety within the class.. they consisting of a circle of standing stones should decide which member of the team will in Wiltshire. Ideally this should include visual visitors wear. It is a speak about the different aspects listed in the UNESCO World Heritage Site and is still Project box and rehearse their presentation. First ask them to describe different types of events describe the photos in pairs. Students discuss the questions. near expressions used for negotiation and London. are also popular in many places in North They cannot vote for their own work! America. B or C. Then ask them to associate the vocabulary listed with one of • Prepare and present a project involving the three photos. Give time to compare together before checking answers with the whole class. If necessary.