I Heinemanney Heinemann English Language Teaching A division of Heinemann Publishers (Oxford) Ltd ‘alley Court, Jordan Hill, Oxford OX28E CyPORD MADRD ATHENS FAR RORINCS PRAGUE Shoratna CHCACO NECDGURNE AUSELAND SOVATORS TOKYO IDADAN EABOROND JOHANNESDURG FORTSIOU (SH) ssanro4ssa9ass1 © Colin Granger andDighy Beaumont 1993 First published 1995 Allsght reserved no pit ofthis publication may be ‘eprovuced, storedin areblevalsystem aramid nary {on orby any mato, leczonic mechanical, photocopying, recatding or thesis, without the prio wniden pelpasok ofthe pbliehers Designed by Gecko Limited Cove illustration by Tzefold Design Iisstsatedby Gecko Limited otto teachers Pages 108 and 181-150 may be photocopied for we in dass ‘wlout the poor writen penssion of Heinemann Bngish Eanguoge Teaching However siasonote that copyagt law, which doesnot normally permit multiple copying of ‘published material, applies tothe rest of his book. ‘Student's Book Acknowledgements Designed by KAG Design Ltd, Basingstoke Ilustrated by Sophie Allsopp pp. 56.57; Joha Gikes pp. 19, 37,5, 73,93 Donald atoy pp 2-54 62-85 Geolones pp 56.67, £AG Design Ltd Basingstoke pp. 5,16, 18,25,55, 48, PaullcCatrey pp. 401; Colin ep. 6; Mark Oldzoyd pp. 67,22 S001, 42-5, 81-81; Oxford Mustators pp 37, Fi 7S Jon Richardson pp. 89,44 45 Jacky Rough pp. €8, 24 95; Paul Rael pp. 2434 39, 58-5961, 8885, Pat Sulvanp ©; Greg Sweetnam po 11104 115,18, 19; Ruscell Weob p. 21 Tray Wilson pp 90-9; Cai Wikchasd pp 1, 48-19, 50. Bi John York pp"2, 26.27, 86-87 ‘The publishers would like to thank the following for their kind permission tozeproduce copyright material: Enterprise ‘Holidays, Mars Confectionary, Pepsi Cols, Qualcast, Zanussi. ‘Theauthors and publishers would ike to thank the following, for permission to reproduce theie photographs: Action Plus pp. 37, 73; All Spox p. 55; Andes Press Agency p.14; Animal Photography Sally Anne Thompson & LT. Willi. ‘Ardea Lando p. 64; Art Directors p. 10; ASAP p. 14; Britstock IFA pp. Ié, 15,78; Bubbles Photo Library p.78; Camera Press London p.75/Mary Bvans Picture Libary pp 94,35, 36; Greg Evans International p. 14; Glasgow Herald pp. 62, 3; The [Ronald Grant Archive p. 68; Impact Photos. 14; The Image ‘Bank. 70; Images Coloux Library Limited p. 34; The Fulton Deutch Collection pp. 3462; Lupe Cunha p. 78; Natural History Photographic Agency p. 16; Oxford Scientific Films 1pp.1617; The Photographers Library p.10;Pictor International, London pp.37, 47,55, 77,93; Rex Featores Limited pp 14,62, 68, 72; Spectrum Colous Library p. 55;StlL ‘Pictures Exvizonumental Picture Library /Mark Bwards pp. 18,73; The Telegraph Colour Library p.7% ZERA p. 15. ‘Commissioned photography by Simon Chapman p. 40; Paul Freestone pp. 5, 10,11,19, 29,34, 85,68, 73; Chris Honeywell ‘pp. 15,47, 68,75,76,77,84and Alexander Macintyre p. 79. Wewould lke to thank the following for their co-operation: Flaggs, Oxford; Frevds, Oxford; Partners, Oxford: Bxeter College, Oxford; Cherwell Radio at The Churchill Hospital, (Oxfords Gosford School 6th Form Centre, Kidlington: Svan School, Oxford; Mrand Nrs Chapman, Richard Gil, Sam Laverty, John Major, Dawn Treadwell and Aileen Welch. ‘The authors and publishers would like to thank Patricia Lodge and Beth Wright-Watson forthe Skills section, Pilar Gaxcia Ramos and Bienvenido Fienandez for their contributions to the project, David King for the pronunciation section and Margot Gramerfor her Contribution tothe Helen Keller story Printed and bound in Spain by Mateu CromoS.A., Madrid 9394.95 969798 10987654321Contents Introduction iv ‘Contents Map (Student's Book) 2 Teachingnotes Teacher's Book Lesson 1 PARRRTEMON #6 Tapescripts 100 Guide to phoneticsymbols. 108 ReferenceGrammar 109 Wordlist 122 Fregees Tew upescipnadioy: 120 Progress Tests 131 Workbook key 141Introduction Who is Generation 2000 for? Generation 2000 is designed for secondary school and young adult students learning English in their own country, What level is the course? The course takes eamers from beginner or false beginner tointermediate level What components has it got? Each level of Generation 2000 has gota Student's Book, a Workbook, a Teacher's Book and Cassettes, How is the Student's Book organised? ‘The Student’s Book contains 50 lessons divided into five ‘units of ten lessons. See the chart below for the organisation of each unit Units A B Cc DE General 1 ou om oa at lessons 2 2 2 3 BR 3 0B Bo BB Pn ee Skillslessons 515253545 General 6 6 2% 3% 46 lessons 7 7 wo Readinglessons 8 18 28-3848 Projectlessons 99 «1929 39a) Consolidation 10 20 30 4050. lessons ‘The section at the back of the Student's Book consists of the following: Pronunciation section This contains exercises which focus on aspects of pronunciation, stress and intonation related to particularlessons, Information gap material The material for information ‘gap activities appears in this section ‘Tapescripts This section contains transcripts of selected listening material which doesn't appear on the Student's Book pages, Reference Grammar This contains information on all, important grammatical areas dealt with in Generation 20002. Wordlist This ist fnew vocabulary is organised alphabetically lesson by lesson and is accompanied by a phonetic transcription. What language does Generation 2000 2teach? Inordertogetan overview of the main grammatical and functional language items covered, see the Contents spread on pages 2 and 3 of the Student's Book. How long will a lesson take? ‘The majority of lessons in Generation 2000 2 are either one cor two pages long. Asa rough guide, itis envisaged that each page of material will take approximately one lesson tocomplete. What is recorded? Allactivitiesin the Student's Book marked with acassette symbol () are recorded. When a number appears after the cassette symbol (101), it means that the tapescript appears on pages 100-107 of the Student's Book and ‘Teacher's Book. ‘The texts of the reading lessons arealso recorded and there isa listening section in each of the Progress Tests. ‘These lessons are infegrated skills lessons and therefore reading, writing, listening and speaking are practised through connected activities. Each lesson includes semi- authentic material as a basis for the development of the fourskils Do students meet new structures in the reading lessons? ‘The reading texts are designed to consolidate the structures previously studied and also to preview new items which are practised more intensively later. Preview items are simply meant tobe pointed out tothe students at this stage. What do the students do in the project lessons? Each project lesson contains a model project which students study through guided activities. They then choose an area of interest within the topic as a whole and develop their own material. The final stage of the lesson involves the students in presenting their projects to their ‘classmates and finding out more about their classmates’ work. How should the Reference Grammar be used? ‘The Reference Grammar at the back of the Student's Book is an integral part of the course. Itis divided into five sections which correspond to the five units of lessons in the Student's Book. There re entrieson all the main language areas introduced in Generation 2000 2(see the Reference Grammar contents list on page 109) andiitean bbe used by the teacher and student working together orby thestudents on their own,How is pronunciation dealt with? Particularly problematic areas of pronunciation, stress or intonation are dealt with through specific exercises in the Pronunciation Section in the Students Book. The ‘Teacher’ sBook indicates when itis appropriate to do these exercises, In this section the students are encouraged toform and check their own ideas about an aspect of pronuciation. They then practise what they havelearnt by applying the rules to other words or sentences. Students will come across phonetics in these exercises, A photocopiable guide to phoneticsymbols is included in this Teacher's Book on page 108. You could display afew copies of thisaround the classroom as a permanent reference for thestudents, - How important is the Workbook? Generation 2000 Workbook plays an important role in ‘consolidating and recycling the language presented in the Student's Book. The Workbook exercises are designed to bbe done for homework or self-study, but they can also be used by the teacher for more practice in class. The Workbook Key appearsat the back of the Teacher's Book and is photocopiable, ‘What about homework? In addition to the exercises in the Workbook, a number of activities within the Student's Book can be done as homework. These are indicated in the teacher's notes. ‘What does the Teacher's Book contain? Generation 2000 Teacher's Bookis interleaved with the Student s Book pages so the teacher can easily relate the teacher's notes tothe lesson material. Together with detailed step-by-step teacher’snotes, there are also suggestions for lead ins, language checks and further practice activities Has Generation 2000 2 got its own tests? ‘There are five photocopiable Progress Tests (one foreach _unit ofthe Student’s Book) on pages 131-140 of the ‘Teacher's Book. These tests can be used in conjunetion ‘with the Student's Book consolidation lessons which review and consolidate all the main language items in ‘each unitsega Pesotsie Teesteman — Orelatrncened (ERM Pusctsnce aot Pecotsine —Preatinpeme epee, gc Oastey Hee! Feercrinns Watt? Petpet Uy operons a Peano Fradsoce Ueestrs-ng Wit? Wa hee How Tot ot Hong? Omatopegt Socata tana, temas ABN ecesa Tat, ranvaisras sore(iersatel) cemayorade) AM ponodand abies) Gectevsn —tiradadphde wormstrgde Ouctim ptt Sepeped eb rsgttst wey rudkrdyng — evgmprstd) rah ts Ware ats rea peo herantgoioes ht] yeas Tate? 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Deja Tinjovcue putes ee ‘ot caetcaroe Ss] Br 4 SA Fs a sta Takrgabodpwent Takigainttepast Talgetnd teat EA Feporngnetion RS BS seace Taiva sat — Teconayie Veandinee ed andcifernoes hey fave ote cael pred tedaverof roa, ust come oat tedden EE BS tnieoiTSekes Satwales) eas cadtecipoe fe soiled BR rioUconene Twegwatast —Anepbracoing foo 2 Seoerierares (PM Ea rious “etcuesaney ‘eas ys | ieadirente BA NES = a ae Sta An i cae venee bal 4 Sereyaco Fl Bed k ocleyae EMD raiacegetine)= Missing A Look at the picture and answer the questions. 1 Whats the man's name? 4 What is the date? 2 Whatishis job? ~ 5 Whois Peter Cooper? 3. What is the time? 5&1 01 Listen to the man introducing himself. Check your answers. 02 Look at the pictures and listen to the descriptions of the four young men. Match the descriptions with the pictures. c 5103 Listen to Mick Malone speaking to Peter Cooper's mother. Which of the four young men in the pictures in B is Peter? Make notes about a classmate. Name Ms X Height aut tall Build slim i 02 Copy the form below. Then listen again and make notes. D Height - tall short ‘Then describe be student to ‘ Build - well built slim your classn nates. van they ieee eae Hair (1) long short ae! Hair very short, fair @) straight curly res. . S wos Gare tak Ms Xs quite alan sim. Shes Other features freckles Eyes brown blue green ee re Other features - freckles glasses # Use your notes to make sentences about the four young men. Write a description of yourself. Heis Example tam Hehas got Mteey) | 5 He's quite short and well bul. Thave got (utewery) fb Weare He's got very shor, fair hair and ‘our brown eyes. He's got freckles. =Main Practice Points Grammar Have got Present simple Quite, very Communication Describing people's appearance (She's quite tll and sim. ‘She's got dark, wavy hair and grey ey. She wears glasses.) Vocabulary tall short well built slim straight curly zoaey Jair dark blue brown green grey ‘freckles glasses Suggested Procedure Lead in Books closed. Introduce some ofthe language involved in describing people's appearancebby talking about some famous people known to the class. Either show pictures or simply write the names of the people on the board. Then describe each person without saying who itis, eg He's very tall ad well built. He's got short, far hai, He's got blue eyes. See ifthe class can guess who you are describing, Alternatively, deseribe some of the students in the class. Now write up some of the key vocabulary on the board. Prompt students with the name of a famous person ora fellow student (or teach the question What does (Madonna) ook like?) and get the students to describe the person, Encourage students to use the contracted form of sand Jasin their descriptions, Write up on the board: He's =HeisorHehas She's = She isox She has Point out that the pronunciation is the same. A Books open. Focus attention on the picture and go through the questions, getting individual students to answer, Point out details inthe picture ifthey have problems doing this. Play the tape to check the answers, an See the tapescripton page 100, (Note that Mick Malone hasan Irish accent.) Answers 1 Mick Malone. 418s Friday, October Sth 2He'sa private investigator. 5 He'sa missing person. 3 t's five o'clock. B Books open. Focusattention on the pictures and explain the task. Play the tape two or three times. =o See the tapeseripton page 100, Answers 1D 2B 3C 4A Focusattention on the vocabulary box and clarify any new ‘words. Then focus attention on the form and play the first description again. Teach quite and very ifnecessary. Get the students to copy the headings in the left hand column (of the form and to make notes on the other characters as they listen. Finish playing the tape. Missing Focusattention onthe tinted box, and go through the camp wth the students Then get the student read out theirnotesin sentences using contracted forms, c Books open. Focus attention onthe four pictues in B and spo cts Pay thet 0 See the iapescripton page 100 Answer eters the young man in picture C. Play the tape once or twice again, explaining any language difficulties as you go along, D Go though the example with the class. Point out the use of Msto refer toa woman without specifying whether or not she is married, and remind students also of Miss, Mrs and ‘Mr. (Alternatively, students may refer to each otherby using letters, without titles, when they do the exercise.) ‘Then get the students to make notes about a classmate (NB notes only, not sentences), without telling anybody who they are writing about, Go round theclass to help the students (you may need to introduce more vocabulary) andalso to identify any descriptions which it would not be tactful to read out. Students then use their notes to give coral descriptions. This could also be done in small groups. E This may be donein class or as homework. Pronunciation Seethe pronunciation activity on page %. Language Check 1 Adjectives of description Books closed. Write upon the board: Height Hair 1 (length) Build Hair? (style) Eyes Hair 3 colour) Other fatures Ask two volunteers to fill the chart with adjectives, with help from their classmates. 2isand has got Write up on the board: 1 quite tall 1 Drown eyes. He__very all. He dark hair Aska volunteer tofillin the missing words, firstin full, form, then in contracted form. Homework Reference Grammar Al Generation 2000 Workbook? pages 5 Further Practice ‘The activity in D can be carvied out with descriptions of famous people rather than classmates. However, students will need some extra information (eg He/She’ a actorfactres/football player et.) in order to be able to guess ‘which person is being described. This could be done asa team activity, each team gaining a point if their description is recognised and losing a point if not. Teacher's Book Lesson 124 Twenty questions Main Practice Points Grammar Present simple Present simple passive Have got Made of Used for + ing Theres ‘Communication Describing objects (It's machine. It’s made of metal and plastic. I's used for drying hair.) Vocabulary glass leather metal plastic rubber 100d woo! Jhandle leg mackine tool wheet big flat heavy light long rectangular round small thin ‘ul grass draco lines make holes measure things turn screws wash dishes Suggested Procedure Lead in Books closed. Write the names of the following materials ontheboard: metal, glass wood, plastic leather, rubber. ‘Then, pointing to objects in the classroom, ask What's this ‘made of? and elicit the answer from the lass. Askabout ‘more complicated objects, eg ca, clack, typewriter, camera, pana, hammerin order to elicit and ancl or (Whats camera ‘made of? I's made of metal and glass, or plastic ad glass.) Include some plural forms: What are cars made of? They're made of. Write up the forms What’s____mad of? and It's made of __- Gettthe students to askand answer themselves. White up the form What's this used for? and It's used for __-ing. Talk about one or two objects and see ifthe class, ‘can guess which object you are describing, eg It's made of plasticand metal. t's used for printing letters on paper. Ifthe students query the passive forms, explain that we form passives with be + past participle (eg is/are made, is/are used). Do not go into detail here about the form and usage of the passive. A Books open. Focus attention on the pictures and play the tape. After checking the students’ answers, clarify any new vocabulary. So See the tapeseripton page 100, Answers Ag 2c 37 de 5i B Elicit an example from the class, and clarify the new vocabulary in the box. Students then work individually or in small groups on their descriptions. They should write the descriptions fist, then read them to each other or to another group. ‘Teacher's Book Lesson 2 Example descriptions alt’sa tool t's long and thin and it’s made of metal and plastic. It’s gota handle. I's used for turning screws. ‘it's quite large and it’s made of metal, or metal and plastic, I's machine used for cutting grass, I's long, flat and thin. It's made of plastic, wood or metal. I's used for drawing lines and measuring things. It's quite big. I's made of metal, plastic and rubber. It's a ‘machine used for washing dishes, It's quite small and i's made of metal and plastic. t's used for making holes in paper. c Explain to the class that they can use some ofthe language from this lesson if they don’t know the name of an object, (eg T: If you don't know the word ‘compass’ you ean ask “What do you call the round thing made of glass and metal and used for showing direction? Then get the students to ask you this question about other objects in the photos. Students can then work in pairs, Student A asking the question and, Student B looking up the answer on page 107. D Books closed. Play the tape two or three times and seeif the class can guess the object (acar) S05 See the tapescript on page 100. E Get the class to tell you the names ofall the objects in the pphotos. Write the nameson the board. Then get the students to add the names of other objects. Now think of ‘one ofthe objects yourselfand get the students to find out what itis by asking you questions, Explain the new vocabulary and formsin the box. The students can then play the game in small groups. Pronunciation See the pronunciation activity on page %. Language Check made ofand.used for ‘Write up these sentences on the board and get two stidents toil in the missing words with help from theit classmates. Asm meta. Acompass direction. Point out the use of for +...ing to describe the purpose of athing, 2Vocabulary Write these headings on the board and get the students to think of words useful for describing things and their uses, shape size purpose Homework Reference Grammar A1, A2 Generation 2000 Workbook 2 page 5-7 materials04 Listen to descriptions of five of the things in the photos. Can you match the descriptions with the photos? Example 1 g Describe one of the other things in the photos. Can your classmates tell you which thing you are describing? Use some of these words and structures to help you. Its big/smaiviong/thin/flatround. It's made of metal/glass/wood/plastic/eather/rubber. Its got a handle. It's a machine/a tool. It's used for measuring things/tumning screws/ ‘washing dishes/making holes in paper/ | drawing lines/cutting grass. c Do you know the names of any of the things in the photos? You can find the names on page 00. Twenty questions = 1105 Listen to some people playing Twenty Questions. What object are they talking about? Now play Twenty Questions. Think of an object. Your classmates have to find out what the object is. They can ask you twenty Yes/No questions ~ questions which you can answer with Yes or No. Example {st big/smalfiong/thin/flatiroundirectangular? heavy fight? Is it made of metal/glass/wood/plasticileather! rubberfwool? Has it got legs/a handlle/wheels? Do you (normally find it inside/outsidelin a kitchen! inacar? Isita machine/too!? Is itused for ing? 1s there one (of these things) in this room?mLondon is a big city It’s 620pm on Friday, October Sth and I'm looking for a missing person— a young man colled Peter Cooper. London is a big city and it's going to be very difficut to find him. A private investigator needs to be very observant, For example, lock at the people in this street. Where are they and what B FHI 06 Listen to Mick. Find the people he speaks about in the A picture. 1 Listen to Mick. Then make sentences about the people in the as 06 Liste agin. Fh street, Use the words in the boxes. Hiswees wo tits quetions, jest Hehe b ang 1) What are the names ofthe four na ae people? & What ai There are two __ They are_-ing_. 7 money? tnevice teem —=- SSS 1 3 Why does Mick think they can Examples help hi? Ther ano woman sting et newspaper star She's counting her Now maigialiapmeect tio There are two young men waiting at a bus stop. They are looking at a four pees magazin. Example old woman stand-—=—oatabus stop lock —_ahamburger ——_——e youngmen sit on atanewspaper stand look at their guitars newspapers in the street. She ‘old man stand on the pavement light their helmets ‘sees 2 lot of people every dey: young women wait outside a café puton — amagazine o man sit outside a café eat thedoor young people come out of a motorbike count cigarette c | woman kneel takeaway put away her money WasGT Listen to Mok speak to —<— — — the four people. Who can help [i Listen and check your answers. Mick find Peter? 6Main Practice Points Grammar Thereis, there are ing clauses Present continuous Present simple What? ‘Communication Describing. street scene (There's an old woman sitting at ‘the newspaper stand.) Saying what people are doing now (Whats he doing at ‘the moment? = He's eating a sandwich.) Talking about everyday habits (What does he doat the clubs? He takes the tickets.) Vocabulary come out of frst in the queue inthe street lence outside a café sit at a newspaper stand sit ona motorbike stand on the pavement wait at a bus stop chaargea plug comb his hair cownt her money dance drink drive eat go toclubs light acigarette lock lookat look for ‘meet operate the lights and sound play music put away puton read see sell serve drinks take the tickets wear ‘barmaid cloakroom attendant deorman technician ‘Suggested Procedure Lead in Books closed. Describe some of the students in the classroom, using ~ng clauses and the present continuous tense, eg There's a boy sitting near the window. He's looking out ofthe window. There'sa girl wearing a gold necklace. She's talking fo her friend Get the class to say who you are talking, about, A Books open. Focus attention on the picture and the speech balloon. Set the situation, reminding the class that the man in the hat is Mick Malone, the private inves in Lesson 1 Play the first part ofthe tape, and clarify any language difficulties. = ‘See the textin the speech balloon. Go through the two examples, getting the students to find the old woman and the two young men in the picture, ‘Then give the students a few minutes to work out the other sentences in the box working in pairs. Get the students to answer individually and then play the second part of the tape for confirmation of the answers. London is a big city /3)) SlAnswers ‘There's an old woman sitting ata newspaper stand. She's ‘counting her money. ‘Thereare two young men waiting ata bus stop. They are looking ata magazine. ‘There are two young people kneeling outside acafé. They are putting aoay their guitars ‘There's a woman standing on the pavement. She's lightinga cigarette. ‘There's man coming out ofa takemony. He's enting a hamburger There are two young women siting on a motorbike. They are putting on their helmets There's an old man standing outsides café. He's locking the door. B Tellthe students that they are going to hear some more information about four ofthe people in the picture - their names and their jobs. Play the tape, stopping after each descriptions thatthe students can identify them in the picture the ald woman siting at the newspaper stand, the ‘man coming out ofthe takerway, the two young people keeling outside cafe.) los See the tapeseript on page 100. Read the three questions with the students and tell them tomakenotes about the four peoples they listen again. Play the tape again. Individual students can then make sentencesasin the example. Answers 1 Her name is Meg. Shesellsnxospapersin the street. She ses {ot of people every cy. 2 His name is Chris. Hedrivesa taxi. Hemeetsalotof people every dy. 3 Their names are Cathy and Tony. They play musi i he Street. Tey ike going tocubs in the evening. Play the tape once again, and then ask comprehension questions to bring out the difference in usage between the present continuous and the present simple, eg What's ‘Meq’sjob? What does she do? Isshe selling newspapers atthe rmament? What ssh doing? c Explain thetaskand play the tape So See the apescripton page 100. Answer Perhaps Tony and Cathy cn help Mick Teacher's Book Lesson 3SB London is a big city D Books closed. Write up the name of someone who works for the school. Try to make this someone who is nota teacher, ega secretary. Write up What does heshe do? and. elicit the answer, eg She answers the telephone. Write up What's se doing now? Elicit that we can only guess the answerto this question as we can't see the person atthe present moment. If possible, senda student find out ‘what the person is doing and report back to the class, eg She's having a coffe. Alternatively, get the students to ‘guess what the person is probably doing at the moment, Books open. Focus on the picture and ask the questions, ‘Then play the tape for confirmation of the answers. os See the tapescript on page 100. Answers LIV39.15 pra 2Cathy and Tony. 3 AtachubfAt the Star Club 44Peter Cooper. 5 They workat the club. E Focus attention on the doorman 1) inthe picture and go through the example with the students, asking the questions yourself. In pairs, the students then askand. answer the questions about the other numbered characters, using words from the box, Answers 11 He takes the tickets. He's eating a sandwich 2 She operates the lights and sound. She's hanging a plug. 3 She serves drinks. She's reading a magazine, ‘4 He takes people's coats and bags. He's combing his hair Focus attention again on the picture and get the students tomatch the people with theirjobs. Answers He's the doorman. 3 She's the barmaid. 2She's the technician. 4 He's the cloakroom attendant. F Explain the task, telling the students to make notes asin ‘the example. Play the tape. S09 ‘See the tapescript on page 100, Answers ‘A The technician ~ Peter neve stops dancing. B Thecloakroom attendant - He usually wears a denim jacket ‘anda brightly-coloured T-shirt. The doorman — He's usually the first inthe queue. D The barmaid - He usually drinks orange juice with lots of mineral water. Getsome ofthestudents to read out their notes, and play the tape again for confirmation of the answers. Explain any language difficulties, drawing attention to the frequency adverbs, G Set the situation and explain the task. Answer ° eter isthe first in the queue. He's wearing a denim jacket anda ‘yellow T-shirt Teacher's Book Lesson 3 Language Check 4 ing clauses (present participle clauses) ‘Write on the boar: Thereis There are ‘Then focus attention on the picture atthe Star Club in D and get the students to describe the scene using -ing clauses, eg There‘sa man sitting at «table eating a sandvich, 2Present simple v. present continuous ‘Write the following on the board: usuallyeveryday _now.inthe picture What does e(she do? Whats efShe doing? [Now get the students to describe some ofthe characters in Lesson 3, eg the barmaid, the cloakroom attendant, Meg, Cathy ‘and Tony, Mick Malone, Peter Cooper using the correct tense, eg, The barmaid ~ she's ending a magazine in the picture. She serves drinks Homework Reference Grammar pages Al, Ad, AS Generation 2000 Workbook? pages 8-10 Further Practice ‘Job quiz: Present simple Write up alist of jobs, eg hairdresser, taxi driver, journalist, doctor, dentist policeman/woman, travel agent, clown, postman/wvomun, telephonist,murse. Then ask What does. do? about each of the jobs. You could do this ona icam/ points system, with the teams getting one point for ‘each correct answer and a minus point for wrong answers. 2Memory game: Present continuous Focus attention on the picture ofthe Star Club in D. Tell ‘the students to concentrate on the people: what they are doing, wearing, holding etcand where they are sitting or standing. Get them to write six questions about one of the people, eg What is the doorman enting? Is he standing at the bar? ete. With books closed, students ask and answer in pairs. This activity could also be done as.a team game, Exratum Page 7 Activities D and E ‘The people in the picture are labelled incocrecty. Doorman (labelled C) should be labelled 1 ‘Technician (labelled A) should be labelled 2 Barmaid (labelled D) should be labelled 3 ‘Cloakroom attendant (labelled B) should be labelled 4Look at the picture and answer ‘the questions. ‘What time is it? Who is Mick with? Where do you think they are? Who are they looking for? Who do you think the other four people in the picture are? Are they customers or do they work at the Star Club? 51 08 Listen to Mick and check your answers. E What do you think the four people do at the club? What are they doing at the moment? Ask and answer. Use the words in the boxes. enone Example {a F What does he do in the 5109 Listen to Mick speaking to the four people. Who is he speaking ‘lub? to in each conversation? What do we find out about Peter? Make notes. He takes the tickets. | A: What's he doing at the | eae | moment? ‘AcThe technician Peter never stops dancing, [B Ho's eating a sancwich. | comb inks ] Sowate people's coats and bags | BH O9Listen again and check your answers. cat apg seve his hai : ee - read the tickets: G _ a fg It’s 10 o'clock at night and the take amagazine &B doorman is opening the club. change the lights and sound take sandwich | Now match the people with their jobs. Example 1-He's the doorman. Find Peter in the picture. [ technician doorman barmaid cloakroom attendantA ‘Munch is the name of a TV soap. It's about a fast food restaurant. Read what these TV viewers think about the main characters in the programme. As you read, try to find the characters in the picture. Example f Identify the characters in the picture and make sentences. Use the words in the box. Example ‘g—() think) Tina is the one taking an order holding a knife reading a magazine looking at a hamburger looking at a menu {i Listen and check your answers. 8 combing his hair taking an order carrying a box writing something in @ notebook What are the characters in ‘Munch like? Read the descriptions in A again and find two adjectives for each person. Make notes. Tina-kind, friendly Melonie-lazy, funny ‘Work with a classmate, Close your books and ask and answer using your notes. Example ‘A What's Tina ite? al Br She's kind and friendly. What's Melanie ke? A: She'sMain Practice Points Grammar One (substitute word) -ing clauses What... ike? Communication Identifying (Tina isthe one taking an order.) Deseribing people's character (What's Tina lke? — She's ind and frienlly.) Vocabulary ambitious bad-tempered boring cruel friendly funny hard-working honest insincere jealous kind lazy mean rude shy vain ‘carry comb his hair hold lookat takear order write Suggested Procedure Lead in Books closed. To introduce one used asa substitute word, say: Therearea lot of students in this room. There's Maria— she's the one sitting near the window. There's Palo he's the (one wearing a red T-shirt etc. Write up one of your descriptions and point out that oneis a substitute word, replacing, inthis case, the noun student, Then ask {questions such as Which student i (Maria)? and get students to answer, eg She's the one sitting near the window, ‘Ask the students what television soaps or popular series they watch and who their favourite and least favourite characters are. Write the names of these programmes and, characters on theboard. Then discuss the personality of the characters. Ask: What's (name of character) like? Ishelshe iceffunny boring horrible, ec? Write up the adjectives you introduce on the board. ‘Finally, write up the title Munch on the board. Explain that itis thename of aTV soap. Getthe students to guess the setting of the programme and who the characters might be. Don't giveany answers yourself at this stage. A Books open. Focus attention on the picture and read the introduction and the example with the students, Then get thestudents to read the descriptions quickly in pairs, writing down theiranswers. Goxound the class helping. with individual problems, but encourage the students to ‘guess the meaning of new words from their context Answers Tina—g Melanie Rupert=d Kevin=b Andy-a Sabir—c Mrs Palmer—e Paul—h Munch |'4°) "Now read through the descriptions with the class. At this stage deal with any language difficulties. Get the students tolink the descriptions to the picture, eg Is Tin laughing or smiling inthe picture? (She's smiling.) ls Melanie working? (No, she isn’t) What is she doing? (She's reading a magazine) Having worked through the descriptions, get the students tomake sentences about the characters, using one as a substitute word, This can be done orally and/orin ‘writing. Go through the example first, and point out the use of I think + contact clause to indicate uncertainty. Play the tape for confirmation of the answers Sanswers a Andy is the one holding a knife. Kevin isthe one writing sometiting in a notebook. (Sabir isthe one carrying a box. dd Rupert is theone combing ks har. €eMrs Palmer is theane looking at a hamburger. Melanie isthe one reading a magazine 1 Tina the one teking-an order. hn Pauli the one looking a mera B Go through the two examples and check that the students know whatan adjectiveis: ea word that describes someone or something. Get the students to read the texts again and make their notes. Go round the class helping, with individual difficulties and checking their answers Answers Tina~kind, friendly Melanie lazy, funny Rupert—vain, cruet Kevin ~insincere, ambitious Andy jealous, bad-tempered Sabir hard-working, honest ‘Mrs Palmer —rude, mean Paul—shy, boring Books closed. Students then carry out the oral exercise in pairs, using theirnotes. Finish this section by contrasting the questions What's he/she lke? (used for character description) and What does ‘hehe ook like? (used for physical description) and revise briefly physical descriptions from Lesson I. Teacher's Book Lesson 44Q Munch c Books open. Focusback on the pictureand explain the task. Read each sentence, stoppingafter each one forthe students to try toidentify the speaker from what is happening in the picture or from their knowledge of the characters. You could get the students to explain their choices, eg S: Number lis Paul because he alteays talks about things tke the weather, Answers 1Paul 2Andy 3Mrs Palmer 6Tina 7 Sabir 8 Kevin Play the tape for confirmation ofthe answers, and get the studentsto identify both speakersin the four conversations. = See the tapescript on pages 100-101 Answers 1 Tinaand Paul 2.Mrs Palmerand Kevin 23 Rupert and Andy A Sabir and Melanie Play the tape again and ask the students if they now agree with the opinions expressed in the texts in A. D Write up the example lists on the board. Get students to provide one more example for each list, Add these ideas to the lists on the board. Then get the students tomake their own lists individually orin small groups. Rupert 5 Melanie Get the students to exchange their lists with a classmate (oranother group) and to discuss the differences, if any. ‘Then complete the lists on the board with the students suggestions, Possible answers + 7 we friendly bad-tempered ambitious hard-working boring funny honest cruel ‘hy kind insincere jealous Tay rude E Using the lists made in D, students choose the adjectives which they think describe themselves. Then get them to exchange their lists with a classmate and see whether they agree with the choice of adjectives. Ifthe students are not clear what to do, you could give afew examples about yourself using the lists on the board. F Explain the task and go through the example. Point out the use ofthe qualifiers really, very anda if, and encourage students to use them in their own descriptions. Students compare descriptionsand discuss each other's opinions. The writing part ofthis exercise could be set for homework. Pronunciation See the pronunciation activity on page 9. Teacher's Book Lesson 4 Language Check 1Lone (substitute word) and -ing clauses Books closed. Write on the board: ‘There area lot of people in the restaurant. Which persom is Tina? Tina’s_____ taking anorder. Ask the clas to supply the missing words and remind ther that one ean be used t avoid repeating nouns such as waitress, boy, person ete: Remind them that-ing clauses five more information about the subject ofthe sentence. 2Describing character Books closed. Write on the board: Wohat___Melamie_? She's ny. What Rupert? He's ain Gettwo students tocome to the front and fillin the missing words, with help from the class. The two volunteerscan then ask the question about other characters from Munch, orfamous people, withthe rest ofthe lass supplying the Reference Grammar Ad, A7 Generation 2000 Workbook 2 pages 10-11 Further Practice 1 Personality profiles Working in pairs, Student A compiles a personality profile of himselfor herselfand showsit to Student B, who completes the profile with his or her view of Student A. Inthe example below, the character adjecivesare ordered accordinggto thebbest quality (+) tothe worst (-), represents high score (very);3 represents an average Score (quia; represent alow score (no ery}-andO means, notatall Student A uses dots and acontinuousline to indicate his/her opinion of himself/herself Student B uses dots and a broken line to indicate his/her opinion of Student A ‘You could introduce some new character adjectives, eg quiet, quick-tempered, moody, interesting, easy-going, dificult, generous, polite, putent/impatient, intelligentstupid for this activity. 6543210 + kind friendly funny hard-working honest boring bad-tempered = cruel Having completed the profiles, students can then report backto the class, eg StI think Lucia's very kind, but she doesn't thnk she's very kind. Lucia thinks 'm quite harde ‘working but [don’t think I'm hard-working at al 2Role play Student A plays the part of a new waiter/ waitress at the ‘Munch restaurant, Student B plays the part of an ‘established’ waiter waitress. Student A asks Student B to identify the other restaurant workers, and to say what they are like.Look at the picture. Who do you think is saying these things? ‘1's a very nice day today, isn’t it?” ‘That's none of your business. Leave me alone.” ‘Don't put too much salad in these hamburgers.” ‘Winat do you think of my hair?” ‘Shh! Don't say anything,” ‘Hi, How are you today?" ‘Are you hiding from Mrs Palmer?” “Vikwnite that down in my notebook." 10 Listen to the conversations and check your answers. Who is speaking in each conversation? I 10 Listen again. Do you agree with the TV viewers in A? ervoMsens D Associations Are the adjectives in the box positive or negative? Make lists. Put any adjectives you think can be positive or negative in a separate list. at Se friendly cruel ambitious funny ambitious bad-tempered boring cruel friendly funny hard-working honest insincere jealous kind lazy mean rude shy vain Compare your list with a classmate’s. Are there any differences? E What are you like? Are you ambitious, cruel, etc? Tick (¥) or cross (x) the adjectives on your lists. Put a question mark (2) next to the adjectives you are not sure about. + > +f friendly 7 cruel x ambitious x funny? ‘Show your list to a classmate. Do you agree with your classmate’s ideas about himself/herself? F Choose three people: characters in TV soaps, film and pop stars, actors, actresses, sportsmen, sportswomen, politicians, etc. Write descriptions of them. Ireally like tennis star André Agassi. He is very sociable and funny and he makes people laugh. Hes also a bit rebellious and sometimes does crazy things. Then show your descriptions to a classmate and discuss. Do you agree with everything in your classmate's description?ness What's my job?) e=-sneerec= semper eee ror 5 = Sos Fa A “a Match the phot Mote prea wine hairdresser disc jockey computer programmer surgeon What do these people do? aes ressers shampoo, cut and style hair PKS Work in groups of four. Choose a different Job file each and make uo hairdresser — good You can talk to bad the customers. Salary SEES) c Now as your partners abot Wich od do outhinkis he best? Why 10 Name Narc Moris Age 26, profession Juni ‘ob Desergtion trent surgical operation fore an afte they ha spans ci, wher patent ouayons are eared an, aS Seery aight or at weakens Hours Marc works ety 0g ours — about @0 to 90 week Hours Mee arg say £20000 38, ee 10 Sarg wo 45000, You can ern mare # YH work wi private patents. Pate ans Yount good aes ak et salence siya ysis. arnt sugenn you nav 9 st ‘Ten you have to work hosotal for one year SP hein each section of ‘he hospital Treing sated. When you ave ooh YOU eng’ evel, eB formation Wr Fora pots {Jnr Sueon, OS House (Gegp Rid, London W6 SRL Jos FILE 23 Name. Aitony Sms Age 22 rotession Hare Presi nary as net 2 TS bout four yeas demos done fang couse fo CA and stying tai. HS hy is very ai the equate clans He aya wetcomes them a ey 2 em ri about ‘oat ey want rt 60108 vaahes the cle’ halt. Salary The stating salty for Satan He ane youae cea De fw Hou wo rave orate you ca ea & lot mor. ik rains Wo tral quaatons 2S ‘A good genera tne ions use geen. Thea kes pea a Taig entrants cole rene ay fordilomas in cuting and tig rs hy aon an ik tot DEST) ® oat tere, 200 tte taeresso department in college For mare iniarmation Wii: form pporuris arrester HOS {isp Road, London WE SRLMain Practice Points Speaking Deseribing jobs, discussing advantages and disadvantages of jobs, ashingand answering about jobs Reading Reading forspecific information Writing Writing a request for information about jobs Ustening Listening for specific information Suggested Procedure Lead in Books closed. Write up the word Jobson the board, and clicit from the students the names of as many jobs as they can think of, Ask them what obs their parents or their brothers and sisters do, and what jobs they would ike to do when they leave school. Then select one or two of the jobs they have mentioned, write up the sub-ttles Good Points and Baa Points, and elicit from the students the advantagesand disadvantages of the jobs. A Books open. Focusattention on the photographs, read out the names ofthe jobs, and get the students to say sentences about each person, asin the suggested answers below. Suggested answers The girl with long fei har is a dsc jockey. The girl with long, dark har is a computer programmer. The man with short hair and awit cat isa surgeon. ‘The man with short, curly hair isa hairdresser. ‘Ask What do these peopl doin ther jobs? and go through the ‘example. Point out that when we are talking generally about someone or something, we do not use the definite article with plural nouns (hairdressers) or uncountable nouns (/iir). Get the students totell you what disc jockeys, computer programmers and surgeons do. Help them with ‘vocabulary if necessary and make sure they don’t use definite articles, But allow them to be as fluent as they be. Possible answers Hairdressersshampoo, cut and stylehair. Disc jockeys play ecords on the radio or a discos. ‘Computer programmers write computer programmes or companies. Surgeons operate on people to cure them of illnesses. What's my job? — B Divide the class into groups of four students, and either allocate aJob file teach group or make sure that they don’ tall choose thesame one. Explain that they must read their Job file forthe single purpase of finding out the good andbad pointsof the job. Students must not worryifthey Ja] donot understand everythingatthisstage = Possible answers — ‘good points ‘bad points << Junior | Youmestalotafpeole | Verylonghows MR&a) surgeon | Youhelp people | Youre to study Goodsalany {ormany yrs Hairdresser | Youcen talkto thecustomers | Low salary Varied day Yow have tostart Youantryout navstyes | earyinthe Noquaifcations necessary | moming youtcanirainatthesaon | You hae fo work sixdaysa eek Radio disc | Interesting ifyou lite mesic | You oe toattend jeciey | Short hours edmersand Noquaifcationsneeded | press conferences Very ood slaryifyou | You haveto work aresuccessful on Satins Computer | Youmeetalotofpeople | ORen dif, ‘programmed You ca rae! other cites | beouse Sharthowrs computers cannot Fexitimeyoucmstrtand),doceeryhing shoe you ike You needa Quiten god salary gon degree You sometimes fave toon very late c Divide the lass into pairs, making sure thatthe students in each pair have studied a different Job ile. Go round the ‘lass, listening only and trying not to stop the flow of the discussion. You will then need to change the composition ‘ofthe pairs twice more so that each student has the ‘opportunity to discuss all four jabs. After the pair work, get together the whole class and ask. one or twostudlents which they thinkis the best ob, and why. Ifyou wish, and ifthe students are stil interested in the topic, you can read one or two ofthe Job files again, dealing this time with more detailed comprehension points Teacher's Book Lesson 5Tae SE What's my job? D Read the letter with the students and get them to tell you ‘which career Lina is interested in (Hairdressing). Deal with any language difficulties, Point ous the layout of the letter: the writer's address in the top right corner with the date below it; the recipient's address on the left of the page, above the salutation. Ask why Lina begins her letter Dent Sir or Madam (Because she doesn’t know whether a ‘mars ora woman will rea the letter), and point out that when a (business) letter begins Dazr Sir, Dear Madam or Dear Siror Madam, it ends with Yours faithfully. Then getthe students to write their letters. Ask one or two students to read out thet lettersto the class. This task ‘an, of course, be set as homework. E Explain the situation and, if necessary, the words quiz, and guest. Play the tape right through and ask the students to write down on a piece of paper what job they think the guest does. See how many students think that the guest isa fashion model eu See the tapescript on page 101, Now play the tape again as faras the end of the compere's introduction. Ask the class what jobs the panel membersdo, and whatare the rules ofthe game. Continue with the tape, but pause after each panel ‘member has asked his or her question, and get the students torepeat the questions. F Divide the cass into groups of four and set the game up carefully. Deal with any vocabulary problemsin the example questions. As the students play the game, go round the class, checking that they are producing, {question forms correctly. When Student A’sjob has been ‘guessed, the other students take it in turnste think ofa job. Homework ‘Generation 2000 Workbook 2 pages 12-13 Teacher's Book Lesson 5«JOR FILE 32 ame Anne-Marie Baxord Age 27 Pratession Rai Disc JOCK, Praaspton naar does 2010 show on Saturday don Oona a, bt at OES mean she ont errdays! Se spends te tof ‘week preparing eting, She also JO8S magazines age Anna Mare warts about hours a week. Mou gst Do 0a a ears about Sala yar. A good nao aie DE tan earn more tan 100,000 ayeat Cuaifications No qualticatons fiz good general erowtede ot ‘able you ony We pop MUSE YOU are nea, but you have music, You io nave to DE probably wort do veny well ‘raining Anne-Na Yatat far a year, she gat to prepare a show. or and got her present ob Gatti "ie best thing tod Geto x abut vray work THEN ogetaiodasan assistant Dl For mare information Wit 2 Carer Opgatunites (Fad Careers House, ame Arita Chana Age 25 Profession Computer Programmet re rg atage nai MN sae spends mostt ere Has eon int tas todo. SMB a gs ew ystems for eT programs the ‘ren ut because te comput ra eg 0 a el want 2 She ocasioaly aso syste set ter cies where e COMO ogame eam toute pearly onda 8, However rita ro wor 35 nurs. wee, DIATE progr works Mexrtime~ she enon se est she nee tS 2 es as to wrk vey le nor ip about £1,000 a yea, 80 5 ood degree incor! ST she some Salary The starting se quel to betveen £25 ualifications You must vee fr comnpuerelatd sublet a inng, Aer you orate a iver, you can sat ‘poving fortran obs ara may wil ten ra you 1" pectic thes want yout ‘Peng ate Frou aout Comey ours at universes Gated god vari rats) tbe acest 0" & 201 House, area Opp ‘esp Roa, London —— D | Read Lit Rasa Lina Lane's lator fo What career is Lina interested in? | Career Opportunies fini | ere unties Alesana out ‘| ‘ ce 153 Below Road ce ce ‘WE6 ORL they | fea ‘Sir or Madam, ave reod your J Pn teed your Job file o Hock forward to hearin You 19 From | is faithfully, you, | ae Lonnis | a 1 where Lina write x reer i ss her ad rt ress, the date, and Ca 2 hw se begs the let, say tha he has read the Job file, asks for more information, and ends ation, a Now write a letter Now write alter to Career Oppert saataencnegerer a E i 11 Listen to e part of a radio qui q ‘ quiz programm called What's My Job? What job do you think the SS F Now play What's Sten Meee aise in groups of four. d C,D~Ask Yes “ fes/No. tic ico: Renmber you can ony sok 2 uostol Example questions Bo ys wor nls? Bo au wer unlom/soecicas? Be au wor on rot thar ene? Be ou wong furs oust no? Od yebee have apace aha Beye he fo ave spect traininglspectal 1"mm New identity El Look at the picture above. Bert and Harry are at an airport. They are going away on holiday. Read or listen to the conversation and answer these questions: 1. Why are they in a hurry? 2 Which fight are they catching? 3 Why is Harry worried? 4 Why isn't Bert worried? Bert: Hurry, Harry. Look it's the final call for our fight Harry: Have you got your passport, Bert? Bert: Yes, of course I've got my passport, Harry. Don’t worry s0 much. Look here tts. Harry: But that isn't your passport, Bert. Look atthe name on it: Tom Barrymore Bert: know itisn't my passport. | lost my passport 0 | borrowed this one from a friend of mine. Harry: But that's very dangerous, Bert. The immigration officer is going to ask you uestions. She's going to find out i's not your passport Bert: Don't worry so much, Harry. | know all about ‘Tom Barrymore. Look, he gave me this information to memorise. can answer any Questions she asks, No problem. 12 Ei 12 Look at the picture above. The immigration officer is asking Bert some questions. Look at the information Tom gave Bert. Then listen to the conversation, Does Bert make any mistakes? = 12 Listen again. What are Bert's answers to these questions? What's your name? ‘Where were you born? How old were you when you moved to Oxford? How long did you live in Oxford? ‘Where do you live now? How long have you lived in Brighton? Where do you work? How long have you had this job? How long have you been married? 410 How many children have you got? Ei Then practise the questions. c Work with a classmate, Act out a conversation between the immigration officer (Student A) and Bert (Student B). Student A (with book open) ~ Ask Student B questions. Student B (with book closed) = Try not to make any mistakes. ‘A: What's your name? B: My name's Tom Barrymore. A: Where were you bom? B; eoramsensMain Practice Points Grammar Present simple Pastsimple Present perfect simple Forand sinee What? Where? Howold? How long? ‘Communication ‘Asking for and giving personal and biographical information (What's your name? Where do you lice? Where were you born? How long did you lice in New York? How long have you lived in London?) Vocabulary airport final call flight immigration officer passport eborn be married have got live move to(a place) work 1988 five days last September Saturday six months fen minutes twelve years two o'clock ‘Suggested Procedure Lead in Books closed. Introduce some ofthe language involved in talking about personal information and biographical details Ask individual students such questions as; What's your name? How old are you? When were you born? Where were you born? How long did you lige in (place name)? ‘What schoo did you go ton (place name)? Where do you lice now? How old were you oken you moved to (place name)? Hoo ong have you lived én (place name)? How nay brothers and sisters have you got? A Books open. Focus attention on the picture. Ask questions tosetthe scene (Where are Bert and Harry? Where are they _going? What have they got Heir hands? ete). Tren go through the questions with the studentsand play thettape. = See the textin the Student's Book. Answers 1 Because i's the final call for ther flight. 2 Flight BA 397 fo Malaga 3 Because the inmgration officers going to find out that it is not Bert's passport A Because he knows all about ks friend and can answer ay {questions the ionigration officer asks Play the tapeor read the dialogue again and deal with any language difficulties. In particular, focusattention on the ‘examples ofthe past simple tense (lost, borrowed, gz). New identity | 6” B Focus on the pictures and set the scene. Roint out that the immigration officer is using a computer to check Bert's details. Read out the handwritten note dealing with any language difficulties init. Then play the tape stopping at appropriate moments to check with the students whether ‘of not Bert has made any mistakes so far. =n See the tapescripton page 101. Answers Bert makes thre mistakes: he says he lived in Oxford or three years, but the he corrects this f four yenrs; hecan't remember ow long he has been married; he can't remember how mary children he's go. "Now focus attention on the ten questions and tell the ‘students to make notes about the answers as they listen to the tape again, When their notesare complete, get individual students to give their answers. Answers 1 Tom Barrymore. 2 In Glasgoo, Scotland 3Ten 4 Three years, four yeas. 5 In Brighton. 6 Since 1991 1 For Mario's Restaurant. 8 Since last Apri 9 Foralong Hime. Hecan't remember how many years. 10 He can't remember. Go through the questions, paying particular attention to both usage and structure: Point out the two tenses used in How ong? questions: the past simple for situations which started and finished in the past (How long did you lie in Oxford? = you don't vein Oxford now; the present perfect for situations which started in the past bu still continue inthe present (How long ‘have you lroed in Brighton? = you stil liven Brighton now), Explain the use of for with periods of time (forfour years, fora long time) and since with points of time (since 1991, since last April) Refer tothe box a the bottom of page 13. Draw attention to inversion in question forms (were yout orn, have you lived, he you had) and to the auxiliary did in the past simple (id you live) Refer tothe box in Don page 2B Finally, with books closed, play the tape getting the students to repeat the questions after the speaker. Point ‘out and practise the contraction in the question How long Ihave you which in normal spoken English is shortened to become How iong’ce you /evlogpyjv:/ and which is spokenas ifit were one utterance. Practise it with the students using back chaining: you —‘veyou —Tong’seyou —_—howlong’ve you fim Favs —logpyjue/——Proulonavju/ c Explain the task and give the students time tocarry out the role play. You could then get the students to exchange roles and carry out the role play this time with both books ‘losed. ‘Teacher's Book Lesson 6GB) New identity D Set up the game making sure that while all the Student As (the travellers’) are learning their new identities, all the Student Bs (the ‘immigration officers’) are preparing their questions. Go round the cass helping with any individual problems, Before the students start the pair work, make sure that the Student Bs have their books open (sothat they can, ‘compare the Student As’ answers with the true information) and that they are ready to write down any. mistakes, ‘Students then exchange roles, Student A being the “immigration officer, Student Being the ‘traveller’ ‘This role play game could be played with the traveller ‘gaining a point for every correct answer. E ‘This ime the game should be played without notes and ‘with books closed, with the students relying on memory {for both questions and answers, Language Check 1 Forand since Books closed. Write upa few expressions of time, in random order, on the board, eg ho years 10995 ten montis three hours Mondey teno'ctock ‘Aska volunteer to fill the spaces with either for or since, ‘with help from the rest ofthe class, ‘Then write up the headings forand since on the board, and ask the students to brainstorm as many expressions of time as they can think of under each heading, 2 How long? questions ‘Write up on the board: ‘Tina was born in London. She now tives in Manchester. How long in London? Fo five years. How long Tn Manchester? For ten years. Get a volunteer to fll in the missing words with help from the rest ofthe class. 3 Question words Books closed. Brainstorm alist of question words with the students, eg: What? When? Where? How long? How old? How many? Write up the words on the board. Then get the students to write down one question with each question word. ‘Teacher's Book Lesson 6 Homework Reference Grammar AI, AS, A10, AI Generation 2000 Workbook 2 pages 13-14 Further Practice 1 Voting game: forand since Get the students to write for or since in large letters on two separate pieces of paper. Write up I'ebeen here... onthe board. Explain that you are going to call out anumber of time words and expressions and that ater each one the students should vote whether we use for or since with the ‘expression by holding up the appropriate piece of paper. Say that they should votein unison and not look at how other students vote before deciding. Begin to callout wordsand expressions, pausingto allow time to vote, T: Ten minutes. ve ben here (pause for the vote)... or ten minutes Students who make a mistake :mustnote downa minus point. Those with the least ‘number ofminus points at the end of the game are the Example words and expressions: en minutes half past nine midnight afew minutes along time 1989 thre hows last night uofiften winter Christmas to days [tas toelve lunchtime this morning five years January quarier to six hualfan hour seas born Monday midday tom past hace {fifieen minutes ashor time toeloe months the weckend last Sunday morning six weeks my birthday quite awhile afew seconds 2.Who am I? Who was I? ‘This game can take two forms. The students think ofa famous person alive or dead) and write about him or her, eg: mative. [20as born in 1958. x05 born in Michigan, in the United States, but moved to New York when Tas about fuenty, ice n Hollywood now; I've ved therefor about fice _years. ma singer anda actress I've ben foros for abot ten ‘years. My surnames Ciccone. My most famous fim is Desperaely Seeking Susan, Some of songsare Like Payer, ‘Material Girl, Chersh and Vogue. Whoam I? (Madonna) 1'm dead ons brn in Porbandar in India in 1869. [een to university n London when os eighteen years ld ein London for five yrs, then I maved to South Arica oed in South rion fo taenty to years, then Tent back to India. tonsa lawyer eas famous allover the world for my bein peace, non-iclenc, and freedom in India. Miy first name as ‘Mohandas, bu Iwas known as Mahatma, Faas assassinated in 1948, Who was I? (Gandhi) ‘The students then read out their descriptions for the rest oftheclass to guess Alternatively the student thinks ofa famous personand theotherstudents mustfind out whoe/sheis or was oy asking questions: Are you alive or dnd? Where dol you live? What ishacs your o6? eeNew identity game Work with a classmate, ‘Student A - Learn this new identity. Then change roles. ‘Student B - Learn this new identity. ‘Your nae is John (CF'/Joan () Monts. You were born in Sydney, Australia. Your fay moved to New York when you vere ‘en, You ved in New York for sx yeas. You naw ive in London. You have ived in London since 1980. You work forthe United Nations. You have had this jb for thre years. You have been mared since lst September, Student B - Prepare questions to ask Student A. Use the questions in the box to help you. What's your name? Where do you live now? Where were you born? ‘Ask and answer, Student B (with book open) - Write down any mistakes Student A makes. Student A (with book closed) - Try not to make any mistakes. Example What's your name? A: Joan Morris. Where do you live now? ‘A: In New York. (Student B writes down New York) B: Where were you bom? Your name is Pau (CS /Pauia (©) Paterson. You were bor in ‘San Francisco, USA. Your fay moved to India when you were ‘two. You Iv in Inia for twelve years. You now ve in Bei Germany You hae led in Bein since 1988. You work or Deka ‘You have had ths job since last September. You have been marie for eight yar. Student A - Prepare questions to ask Student B. Use the questions in the box to help you. Ask and answer, Student A - Open your book. Student B= Close your book and answer A’s questions. What's your name? Where do you live? Where do you work? Where were you born? How old were you when you moved to_? How long did you live in_? How long have you lived in_? How long have you had that job? How long have you been married? Write a new identity for your classmate to learn. Then play the New identity game again. | Yourname is. You were born in. Your family moved to __ when you were _. You lived in_ for. Younow live in __. You have lived in _ since. You work for __. You have had this job for __. You have been married since _. Note the difference: twelve years 1988 ‘six months last September for vedays MP Saturday ‘ten minutes 2o'clock 13mm My big ambition A Find a question for each picture. Example 1 Would you like to get married before you are 20? live | [ina pop group? travel | | tobe. 1007 Would you | | own | | to Nepal? tke to | | get | | ata university? be a fast car? study | | married before you are 20? Then work with a classmate. Ask and answer. ‘A: Would youtlike to_? B: Yes, | would. / No, | wouldn’. Example ‘A: Would you like to get married before you are 20? B: No, | woulda’. Tell your classmates what you have found out. Example B Dominique would like to own a fast car, travel to Nepal Write three questions to ask your classmates. and study at a university. Finally, make a table of results for your class. Would you lke to be famous ? Would you like to travel in space ? et inalcipd alcee 20 Be Would you like toeam a lot of money? live to be 100- 9 students ‘own @ fast car-12 students ‘Ask and answer. 14Main Practice Points Grammar Would like to * Hopeto _Mybig ambition isto ‘Communication ‘Talking about ambitions (Would you ike tobe famous? (One day I hope to goto Madonna concert. My big ambition is tospeak perfect English.) Vocabulary bea professional musician be chosen to run for Britain ‘be famous be ina pop group become rich earna lot of money live fo bea hundred make a record ‘open my oun clothes shop own get married! ‘rita marathon startaband start my own business study at university travel assistant manager fashion store student unemployed Suggested Procedure Lead in Books closed. Write up thettitle Ambitions on the board ‘and explain its meaning, Then write the sub-title Travel tundermeath itand ask: Which countries would you like to visit “oneday? Talk about yourself first: One day I'd like fo goto (Unda), Aftera few examples, write up I'd lke fo goto...on theboard, [Next introduce hope o, using more ‘concrete’ expectations ‘of actual visits, eg Nex! year Thope to go to (the United States) Write up I hope fo goto. after afew examples. Repeat the process using going 1 for visits that you have already made plans for, ¢g Next month I'm going to visit France. Write up I'm going toaftera few examples. Point out, ifitis not already clea, that we use I'dlke to for things we want to happen in the future, hope to for things ‘we want and expect to happen, and I'm going to for things we already plan orintend todo. Now get the students to talk about their wants, hopes and plans for travelin the same way. A ‘Books open, Focus attention on the photographs and talk about them with the students. T: What's happening inthe pletures? What can you see? What are the peopledoing? etc. Now focus attention on the questions in the box. Point out that would is the full form of and explain any language difficulties, Go through the example for Picture Land then get the students to find questions forthe other photos. Call out Picture, Picture 3 etcand get selected students to say the question. My big ambition /17™) Answers 1 Would you like to get married before you are20? 2 Would you like to trave to Nepal? 3 Would you like olive tobea 100? “4 Would you like to oon a fast car? 5 Would you like to bein. pop group? 6 Would you like to studyat awoiversity? Before doing the pair work, point out the short answers ‘Yes, [would and No, I wouldn'tand go through the ‘example, Tell the students to makea note ofthe positive answers they get from thei partners so that, after the pair ‘work, they can report back to the whole classas in the ‘example. ‘The table of results can be drawn up in a number of ways. ‘You could tell two or three stucients to make a countas the other students report back on their partner's ambitions ~ and, at the end, see if their results are the same. Or you ‘could write up the results on aboard yourself during the report-back, Or, with a small class, the table could be ‘drawn up by al the students themselvesin a mélée—the students go round their classmates finding out the information; with this method, the results are likely to differ widely! B Explain the taskand go though the examples. Make sure the students understand that their three questions should ‘be ones they would really like toask their classmates and should not be the ones inthe example. ‘Teacher's Book Lesson 7Wl My big ambition c Go through the chart with the students, making sure they understand the headings ~ Occupation, Plans, -Hopes/Ambitions -and explaining any language difficulties init. Then explain the task. Tell the students that they must read the texts as quickly as they can and ‘that they do not have to understand everything at this stage;all they have to dois find the information needed to complete the chart. Get the students to copy the chart and. then divide them into pairs. (Explain that the partners should work on all three texts together, not separately.) Go round the class but give help only on completing the chart, not on any other language difficulties at this stage. ‘Check the answers as each pair finishes. Answers ‘Name Age Occupation Plans “Hopes/Ambitions Patrick 19 memployed Hes goingio He hopes ioe runinthe amongst thefiret London dundee post the ‘Mayan finishing ine Hisambition isto Le chose toro fr Briana the Olympics. ‘Mayank 21 assistant ——‘He'sgoing lois aii isto rmanagerina —stayat Nextfor starthisoon {foshionstore —teomoreyens. busines. Heaps to open isoumctathes shop, Rudiel 17 student ___She'sguinglo She hops tomakea started recordand cone when she rich famous Tenwes school She'dvery much Ieotobea projesiona musician oe day Afterchecking the students’ charts, go through the texts again. Read the texts aloud dealing with any language difficultiesas you go along, Inthe first text, draw attention tothe time expression ita {few weeks’ time and elicit other examples from the ‘students. Point out also the superlatives (mest of his time, the most inaportant, the best; the use of will to make predictions (This year there will be over 35,000 runners); and the passive infinitive fo Le chosen. Inthe second text, remind students ofthe use of the present perfect tense with for (He has had ths job for 00 _yeurs I've been at Next for to years). By then = before that time, not later than than. Contrast own businessfown shop swith working for another person/another person's shop, and also with the verb exon asin I'd like to oon a fast car. Inthe third text draw attention to the position of very much in I'd very much like tobe a professional musician, and point ‘out that it could also come at the end of the sentence, but not immediately after lke. Finally, ask the students to pick out from the texts all the time expressions which we often use when talking about plans, hopes and ambitions: ina few weeks time, this year, fora couple more years, by then, when I (leave school), ane day. Teacher's Book Lesson 7 D Explain the taskand go though the examples and the box with the students, When the stuclents have written their sentences, they can either read them out to the whole class, or work in pairs. Language Check 1 Would like to ‘Write on the board: —— —_like__owna fast car? Yes Nol Geta volunteer to complete the sentences with the help of therest of the class, 2Plans, hopes, ambitions ‘Write on the board: Plans Hopes next year when Ileave school goingto —hopeto Getthe students tomake true sentences about themselves with the three different verb forms. Ambitions ‘one day would Tike to Homework Reference Grammar A13. Generation 2000 Workbook 2 pages 15-16 Further Practice ‘would like to, going to, hopeto Get the students to write about themselves ina similar ‘way tothe texts in C. For example: ‘The thing I'd like to do most is work with animals. This summer I'm going todo ome voluntary work ata clinic for animals. Wher I leave school, Uhope to study to bea vet would ike to workas.a vet ina z00 one day. Thisact ity could be assigned for homework.Speed reading Work with a classmate. First, copy the chart below. Then read what these young people say and complete the chart as quickly as you can. Check your answers with your teacher as soon as you have finished. Se ary Crs eer student from south London. SL ed Per ees piers serenterctd od Peet td [Name | Age | Occupation | Plans Hopes /Ambitions Patrick He's going to run in the London Marathon. Mayank | 21 His ambition isto start his own business. He hopes to open his own clothes shop. Rachel ‘student Write about your hopes and ambitions. Write two Example sentences that are true and one sentence that is rd very much lke to lve in Mexico. not true. Begin your sentences with: One day | hope to go to a Madonna concert. = My big ambition is to speak perfect English 'd very much like to. Read your sentences to your classmates. Can they One day hope to, tell you which sentence is not true? My big ambition is to __.mam The amazing life of the emperor peNgui] Look at the map and the photos of the emperor penguins. Read the captions to the photos and look at the information on the map. Try to guess the meaning of any words you don't know. Emperor penguins are different to most other birds and even to most other penguins. Read these facts: Emperor penguins don't build nests. ‘+ The male emperor penguin incubates the egg, not the female. ‘+ The male stands while it incubates the egg; it doesn’t sit on the egg like most other birds. ‘+ Emperor penguins breed in one of the most inhospitable places in the world ~ in an area where there is no food and no shelter. © The female lays the egg in late autumn and the chick hatches in winter, the coldest time of the year, rot in spring or summer like most other birds. Look at the facts again and try to think why ‘emperor penguins do or don’t do these things. For example, why don't emperor penguins build nests? Why does the male incubate the egg and not the female? Try to guess the answers if you don’t know. 16The amazing life of the emperor penguin 8 Main Practice Points ‘A Reading captions; interpreting maps B Interpreting and explaining facts C Extensive reading for specific information D Predicting from known information EExtensive reading for speci completea chart | FiIntensive reading for information to write questions Suggested Procedure Lead in Books closed. Write up the following word cloud on the board: swim Y.¢ 464) ea saiter Taly kilos lb kilos Antares. ~ 70° Explain that all the items written in the cloud are associated witha kind of animal. Get the students to guess the name of the animal (penguin). Then tell the class that all the items are about a particular species of penguin. Ask the students if anyone knows which species. Don’t give ‘theanswer yourselfat this stage. Then ask the students to try to guess how each term in the cloud is associated with this species of penguin, eg They can’t fly. They can swim, They lve on the ice. They look like uxtes, et A Books open. Tellthe class that ll the items n the cloud are about the emperor penguin and that they can check their answers to the word cloud by reading the text. Introduce key vocabulary feed, chick, breeding, etc, using the pictures. B LLetthe students read the facts silently. Again, encourage them to guess the meaning of new words from the context; for example, ifthe word nest isnot known, remind the students that penguins are birds and refer them to Picture 4 where the penguins are incubating their eggs standing on the ice, not sitting in a nest. Then start a discussion with the students about the reasons for the penguins’ behaviour. Do not give any answers yourself at this stage; he students’ main task when reading the text in Cistofind the answers to these questions. Teacher's Book Lesson 8SH) The amazing life of the emperor penguin c Let the students read the whole text ~quite quickly and without worrying too much if they don'tunderstand everything. Ask them ifthey have found the answers to the questions they discussed in B, Tell them to make a note ofthe answers they have found, but not to discuss them with their classmates for the moment, Read the text with the students paragraph by paragraph. ‘Ask questions on each paragraph to se ifthey have understood the general meaning, eg Paragraph I Wiky do the enperor penguins leave the sa in the early autumn? Paragraph 2 When a female has lid an egg, who fooks after it? What does the female do? Paragraph 3 Howdo the males look aftr the eggs? Paragraph 4 What sort ofa place is Antarcticu? Why sit safe place for emperor penguins to breed? Paragraph 5 Who fecds the chicks when they are first hatched — the male or the female? Where does the food come from? Paragraph 6 Who feeds the chicks when they are bigger? Where does the food come from? Now refer back tothe questions in B, and get the students to make notes or write sentences on any answers that still remain. Discuss the answers with the lass, Answers 1 Emperor penguins don't build nests because there is no vegetation on the ice. 2 The male incubates the eg, not the female, because the females could not survive without food for as longas the males 3 The male stands while i incubates the egg with the egg on his feet because the egg must not touch the ice ‘4 Emperor penguins breed in Antarctica because thereare no predators there. 5 The female is the egg in late autumn and the chick hatches in ‘the winter forthe same reason — there are no predators, only ‘emperor penguins can survive in Antarctica in winter. necessary, or desired, carry outa third reading of the text, dealing with detailed comprehension problems, Concentrate on vocabulary, not on structures, D Divide the class into small groups and get them to discuss the questions. Go round the class helping with vocabulary problems, but let the students devise their own answers to the questions, Possible answers 1 Because the ice pack is larger in August (winter in Antarctica) than ine March early autumn). 2 Tegs, small branches, lnves 3 They would freze and the chicks would die. The egys must be kept warm. 4 Sharks, killer whales. 5 Their bly fat 6 Fish. Teacher's Ronk Lesson &a] c In the early autumn the emperor penguins leave the sea and climb Read the text. Find the answers onto the ice. They then walk 50 ~ 60 kilometres to their breeding to the questions you thought | grounds close to the South Pot. about in B. Example When they arive atthe breeding grounds in late March, the penguins Why don't emperor penguins build ‘choose a mate. They then wait five to six weeks unti the female lays rests? her egg. As soon as the female has laid the egg, the male lifts it onto Because there is no vegetation on his feet. The female then retums to the sea leaving the male to the ice. incubate the egg ‘There is no vegetation on the ice so the emperor penguins do not build nests. Instead, the males stand with the eggs tucked away 10 Under their stomachs. They stand for nine to ten weeks hardly ‘moving because the eggs must not fall onto the ice. ‘The chicks hatch in July. Antarctica is one of the coldest and most inhospitable places in the world. Inthe middle of winter it has temperatures of -70°C and there is no food and no shelter. Butit has 15 ‘one important advantage: Its the safest place in the world for ‘emperor penguins to breed as there are no predators. The emperor penguin is the only animal in the world that can survive such low temperatures. Their only enemy is the cold and the males and the chicks stand close together in big groups to protect themselves from 29 the ioy winds and storms. ‘When the chicks hatch, the males have not eaten for aver two ‘months. Even so the male finds some food in his stomach to feed the chick. He has to keep the chick alive until the weather improves and the female returns from the sea with food, In March the males 25 ‘weighed around 46 kilos, but now they only weigh 16 kilos. The ‘smaller female emperor penguin would not have survived for so long without food. After the females return in early August, the males walk 150 kilometres back to the sea for a short ‘holiday’ before returning with 90 food, The male and the female then take it in turns to return to the ea for food. inthe late spring, wen the chicks are big and strong ‘enough, the emperor penguin families return to the sea. The adults then have just the three summer months in the sea before returning to the breeding grounds once more. os fo Try to answer these questions. Discuss your ideas with your classmates. 1. Lines 2 and 29 Why do the emperor penguins walk 50 - 60 kilometres from the sea to their breeding grounds in March, but then have to walk 150 kilometres back to the sea in August? 2 Line 9 What kind of vegetation do birds normally use to build nests? 3 Line 12 Why mustn't the eggs fal onto the ice? 4 Line 17 There are no predators on the ice but there are predators when the emperor penguins are in the sea. What are they? 5 Line 22 Male emperor penguins don't eat for over two months. What do they live on? 6 Line 25 What is the food of a penguin? ‘Pmale emperay ‘ ‘ssemer mtn tenon vm ite 7Work with a classmate. Copy and then complete this calendar with the activities below. Use the text on page 17 to help you. Activity Month of year Season walking tothe breeding March Fn. April ‘Autumn The Emperor Penguin Calendar Activity Month of year Season March April ‘Autumn May June July Winter August September October Spring November December January Summer February f {eralesrtuming wih fod incubatng he eoos Weginnenss Question game Are you now an expert on 4 ‘emperor penguins? Write S. questions about the text in C to = a ask your classmates. Make sure returingtothe sea walking the brooding grounda you know the answers to the questions you ask. How mary eggs d emperor penguins ca. HA lay ina year? (one) Se > = — When do the chicks hatch? (in July) ‘€99 hatching choosing a mate ‘egg laying Compare your completed calendars with your classmates’. ‘Then close your books and ask Are they the same? and answer. 18The amazing life of the emperor penguin eB Explain the task and give the students time to complete theircharts, Suggested answers ‘The Emperor Penguin Calendar Activity Monthofyear Season walking tothe ——— March breeding ground choosing a mate Autumn slaying incubating theeggs eaghatching July Winter . females returning August ‘with food September returning tothe sen << October Spring November _= December living in the sen << January Summer February Get two or three pairs to read out their calendars to the ‘whole lass. Discuss any differences F This activity could be done in small groups. Each group preparesa set number of questions (eg ten). Go round the class, helping groups with their questions. With books ‘closed, each group puts the questions to another group. The group with the greatest number of correct answers ‘wins the competition. Possible questions, other than those in the example, are: When do the emperor penguins leave the sea? Horo far do they walk to their breeding grourtds? Hono tong does it take or the female olay theegg? What happens o theegg then? What temperature si in the middle of titer? Why és Antarctica a safe place forthe penguins? What is the penguins ‘only enemy in Antarctica? How do they protect themselves from the cold? Where does the male fd the foo forthe new chicks? How much docs.a male penguin weigh in March? Howe much docs.a male penguin weigh i July? Who feeds the chicks in August and September? When do the penguins return tothe sea? Note thatthe text on page 17 is recorded. Asa final stage, you could play the recording of the whole text with the Students following in their books Teacher's Book Lesson &9) Help save the planet ‘Suggested Procedure Lead in Books closed. Write up the word Entoironment on the board and, ifnecessary, explain it. Explain that inthis lesson the students are going to study a poster on environmental issues and that youare then going to ask them tomake their own poster. Ask them ifthey can think of any words connected with environmental issues which they know or would like to know. Write these words up ‘on the board. Try to elicit the nouns energy, rubbish, pollution and the verbs reduce, sav, reuse, recyle A ‘Books open, Focus attention on the poster and explain the three tasks. Give the students time to read the poster and, discuss the questions with their classmates. Read each part ofthe poster with the students and discuss the questions with them. Remind students ofthe form and use ofthe imperative, ‘which they will certainly want to use in their own posters. [Ask students to find as many examples as they can, frst of the simple positive imperative (Switch off lights, Mate a notice, Havea bath, ete) then of negative imperatives (Don't ‘get new plastic bags) and finally of imperatives preceded by adverbs (Only wash clothes, Never wash single items, Only se the washing machine). B Go through the instructions with the students. Discuss the {ideas in the ideas boxand clarify any language difficulties. Discuss any otherideas that the students have. Point out what they will need to make their poster, and. tell them how long they have to doit, c Arter everyone has completed their posters, setaside some time atthe end of lesson for the students to talk about them. The posters could be discussed in small ‘groups. Get the students to give some more information about the ideas presented on their posters. After the lesson “The posters could be displayed on the classroom walls for ‘thestudents to lookatand read at their leisure, Teacher's Book Lesson 9een Help save the planet a= Aim: To make a poster on environmental issues. A In class: Before you make your poster 1 Look at Amanda and Julian's poster. Read Part One. Which of their ideas do you think will save the most energy? Can you think of another way of saving ‘energy? 2 Read Part Two. Does your family reuse plastic bags. if you do, where do you keep them? 3. Read Part Three. Can you recycle aluminium cans in your neighbourhood? Look at the photo of the rubbish dump. What else can be recycled? Example newspapers Out of class: Make your poster Make your poster with a classmate, Write about some ways you can help save the planet by reducing, reusing, and recycling - (see the ideas box below). Try to find pictures to illustrate your ideas. If you can't find pictures, make drawings. reducing packaging (eg cardboard boxes), reducing pollution, reusing containers (eg bottles, plastic cartons), iniam cans ona fd reusing water, recycling glass, re where you COP recycling paper eyed: You need: © Some paper * Glue and scissors * Some coloured pens c In class: Use your poster ‘Show your poster to your classmates. Give them more information about your ideas. Answer any questions. 19EY os sna nove (Revision) () Complete the sentences. Use am, are, is, have or has. How old __ Kevin? you hungry? How many brothers and sisters _Tom got? What ___ Tina ike? How many phones ___ there in the flat? How you feeling? How iong your grandparents lived in their flat? He got two brothers, but he__n't got any sisters. 9 No, we _n'thungry, but we __ thirsty. 40 There two. 11 He 21 121___very tired. 13 They ___been there for twenty years. 44 She kind and friendly. ji) Now read the sentences in () again. Can you find 7 mini-dialogues? Example 1-17 A: How old is Kevin? B: He's 21. © |B | 19 clauses (>GR Ad) Join these sentences. Use -ing clauses. Example That's my friend Max. He's waiting outside. | That's my friend Max waiting outside. 1. There’s Tina. She's siting in the corner. | 2 Who's that boy? He's taking off his coat. 3. Do you know those people? They're waving at us. 4 Look at that man. He's standing on his head. 5 Can you see that woman near the bank? She's parking her car. 6 There are two men outside the shop. They're looking in the window. rem Consolidation A sr TE G ‘One, ones (>GR A7) Use one or ones in place of a word or words in each sentence. Example Who's that gir, the gil with Paul? Who's that gi, the one with Paul? Like this jacket more than the other jacket. Look at those people, the people at the bus stop. Is that your car, the car outside? I need a pen, but haven't got a pen. Whose are those socks, the red socks? I'm making a cup of tea, would you like a cup of tea? DEW resent contraus ana present site (GR A6) Complete the questions. Use the present Continuous or the present simple. Give true answers. Example 1 Are you studying English atthe moment? ~ Yes, Jam you (stud) English at the moment? you ___ (study) English every day? yourteacher ever __(iwear) glasses? your teacher (wear) glasses at the moment? What you usually _ (wear) to school? What you _(wear) now? TE resent simp psssve 66R 42) () Complete the questions. Use the present simple passive. What/a compass/use/for? What/a thermometer/make/of? What/vacuum cleaners/use/for? What/windows/make/of? How often/the Olympic Games/hold? How often/the soccer World Cup/play? (i) Now, can you answer the questions in ()? Example 1 It’s used for showing direction. ousensGeneral Notes Generation 2000 is divided into five blocks or units A,B, C Dand E. Each unit contains ten lessons, The tenth lesson in each unit (Lessons 10, 20,30, 40,50) revises and consolidates the language work done in the preceding. rine lessons. Allthe points covered in the exercises here (except A) are explained in the Reference Grammarat the back of the Student's Book. The titles of the exercises include references o the relevant sections of the Reference Grammar. You may find it useful to go over these sections of the Reference Grammar with the class either before or after they do particular exercises. The exercises can be done orally (in class) and /orin writing (in class or for homework). In clas, they could be done asa whole class activity or with students working. individually or in pairs. Answers A Be and have (Revision) @ lis 2Are 3has 4is are 7have 8 has: hasn't Saren't-are 1Oare nes Dan 1Bhave Kis @ tat 229 338 seu 55-10 6o12 77-13 ing clauses 1 There's Tina sitting in the corner. 2 Who's that boy taking off his caat? 3 Doyou know those people wxving at us? 4 Look that man standing on his head. 5 Can you see that wonnan parking her car moar the bank? ‘oF Can you see that woman near the bank parking her car? 6 Thereare two men outside the shop looking inthe windcw, Consolidation A 10") c One, ones 1 Ilike this jacket more than the other one. 2 Lookeat those people, the ones at the bus stop 3s that your car, theme outside? 4 need a pen, but [haven't got one 5 Whose are those socks the red ones? 61'mmaking acup of en, would you tkeone? D Present continuous and present simple 1 Are you studying English at the moment? Yes, Tam. 2 Do you study English every day? Yes, Idoor No, don't. 3 Does your teacher ever wear glasses? Yes, helshe does ‘or No, he/she doesn't 4 Ts your teacher wearing glasses at the moment? Yes, hefshe i. ‘or No, he/she isnt $5 What do you usually wear to school? usually wear 6 What are you wearing now? I'm wearing E Present simple passive 6 1 What’ acompass used for? 2What'sa thermometer madeof? 3 What areacuum cleaners used for? ‘4 What are windows made of? $5 How oftenare the Olympic Games held? 6 How often isthe soocer World Cup played? i 11s used or showing direction. 2it’s made of slassand metal. 3 They're used or cleaning carpets and floors. 4 They remade of lass 5 They're held every four years 61s played every four yews. Teacher's Book Lesson 100 Consolidation A Fe Past simple @ did you get up 2did you have 3 cans the weather 4 Did you go 5 Were you 6 did you do 7 did you go ai Exampleanswers 1 got upat nine o'clock. 2 had coffeeand toast. 3 It was warm and sunny. 4 Yes, Idi. 5No, [wasn’t 6 went toa disco. ‘7 went to bed at Io‘cock. G Present perfect simple with for and since has fved for 2has had... since 3have been since “hasn't been .. since Shave been .. for have been . since Thas been .. for ‘Shaven’t worked .. for ‘has known... since 10 Have you spoken .. since H Infinitive Example answers to go tobe 3tohave 41090 Stoown 6tolive Ttohave Teacher's Book Lesson 10 I! Present simple, past simple and present perfect simple “a have ved Tied ‘worked ‘work Ihave had uve known Tus born in (place name), 2 Ilivein (place name), 3 Ive lived here for (period of time), 4Tgo to (name of schoo)). 5 ve been astudent at this schol for (period of time). 6 [went fo (name of previous school), 2 Teas there for (period of time). BI've known my friend (name) for sx years.Gi... simple (5GR AB, AS) Present simple, past simple and present () Ask someone about last Saturday. perfect simple GR Al2) () What is Richard saying? Choose the correct 1 What time ___(youget up) on Saturday? i 2 What (yourhave) for breakfast? . 3 What (the weatheribe) lke? 4 (Vou/go) out in the morning? | 5 ___ (youlbe) at home in the afternoon? My name is Richard McGregor. live in Bristol in 6 What (you/do) in the evening? the south-west of England. | don’t come from 7 What time (yougo) to bed? Bristol. |__(am/was/have been) born it Scotiand. |__ (ivelivedhave lived) in Bristol ) Now anawor the questions In (}. Give true for a year now. Before |____(come/came/have answers. come) to Bristol |__(ivellived/have lived) in Example London.|____am/was/have been) there for 1 I got up at 9 o'clock. three years.1___(work/worked/have worked) } | ina bank there. |____ (work/workedhave worked) for an insurance company now. (nave/had/have had) ths job for six months. My best friend is my wife Maggie. We Present perfect simple with for and since (GR A10, Att) Complete the sentences. Use the present perfect simple with for or since. 1. Antonella ____ (ve) in Rome __ two years. 2 George (have) a job in a sports shop ‘January. 3 We (be) on holiday _ Sunday. | 4 Sarah (notlbe) to Greece ___1991 5 My parents (be) married thirty years. 6 You (be) here __2 o'clock, 7 My video (be) broken __over a week. 8 |___ (notiwork) in this office very long, 9 Paul (know) Stefanie he was a child {know/knewfhave known) each other since we | | (ii) What about you? Infinitive (GR A13) 4 Where were you born? ; 2 Where do you lve? Gometete Wie se itenoes. Yes simanionxerne In 3 How long have you lived here? 4 Where do you go to school? 1 When I leave school I'd like ___ to university. 5 How long have you been a student at this 2 Oneday!hope a doctor. school? 3 Would you like alot of money? 6 Which school did you go to before this one? 4 _One of my ambitions is to New York. 7 How long were you there? 5 Doyouhope your own business one 8 Think of a friend. How long have you known day? him or her? 6 | wouldn't ike in a foreign country. - 7. My ambition isa long and happy life. Rene orators nb the questions: Makes Example | 1 Iwas bor in Madi. 2mam She’s com Private investigator, Mick Malone, is working on a new case. There was a big diamond robbery in Manchester last week. Mick thinks that Ron Clay, a ‘well-known London criminal, wants to buy the diamonds from the thieves. Today is Thursday, 1st November. Mi a house opposite Ron Clay's flat in London. He has hidden a microphone in Clay's telephone. He is waiting for the thieves to contact Clay. 1 13 Listen. Clay's phone is ringing now. Is this the call that Mick is waiting for? Ei 13 What have Ron Clay and Kay Sloane arranged to do? Listen again. Then complete Mick's notes. Dat: Turd, Ist, November Kay Sloane is coming 40____ tomorrow. Stes rele by —— Se lening —— a 1s getting the __ from his in. See eee ad aetna eo morring. They ore meeting GF." is ring the wit Roe , ——— Kay Sloane is coming to London tomorrow. She is | travelling by train. 22 ¢ LOMO OW EE eEREE What have Clay and Sloane arranged to do? Write questions to ask each other. Where is ...-ing? Where are ... -ing? When is... “ing? When are ...-ing? What time is...-ing? What time are... -ing? How is... ing? Are... ing? Is... ing? Example Where is Kay Sloane going tomorrow? Js she leaving in the morning? When are Clay and Sloane meeting? Work with a classmate. Student A ~ Keep your book ‘open and ask Student B your questions. Student B - Close your book and answer A's questions. Example ‘A: Where is Kay Sloane going tomorrow? B: To London, D What about you? Have you made any arrangements for the future? Are you doing these things? going out this evening playing volleyball this week going to a disco this weekend Visiting relatives this weekend going to a foreign country this summer Example ‘Tm going out this evening. OF I'm not going out this evening. ‘Ask about your classmate’s arrangements for this ‘evening, tomorrow evening and this weekend. Example ‘A: Are you doing anything this evening? B: Yes, I'm meeting some frends./No, nothing ‘special. Or A: What are you doing this evening? B:'m meeting some trends Nothing special. |She’s coming tomorrow Hj Main Practice Points Grammar Present continuous Inonat to from by with Where? When? What time? How? ‘Communication ‘Talking about future arrangements (Kay Sloane is coming fo London tomorrow. She is traveling by train, When are Clay and Sloane meeting?) Vocabulary bring come get goout leave meet play trav visit Dank club country diamonds money train foreign special Suggested Procedure Lead in Books closed. Introduce the present continuous used for describing future arrangements. Write up on the board an ‘extract from your diary for tomorrow, eg: THURSDAY 6.00 Tennis with Tina 9.00 Cinema with James Explain that these are arrangements that you have made for tomorrow and say: I'm playing tennis fomorro, Int playing with my friend Tina. We're playing at six oclock. Inthe ‘evening I'm going tothe cinema with James, et. Ask some students about their arrangements for tomorrow: Are you playing tennis tomorrow? Are you doing anything special? What are you doing? etc. Get them to look at their diaries before they answer, to reinforce the idea that they are talking about something which has been arranged (often with another person), not about something they have suddenly decided to do. A Books open. Focus attention on the pictureand get the students to read the introduction silently. Then ask the ‘students to explain the situation to you. Books closed. Say: Clay's phone is ringing now. Ishi the call, ‘that Miokis eating for? Listen and ind out. Play the tape. an See the tapescript on page 101. Get the students to say all they can remember from the dialogue about Clay and Sloane’sarrangements for tomorrow (Friday), and Saturday morning. B Books open. Focus on the incomplete notes. Play the tape two or three times and get the students to fillin the missing information. Aska volunteer to write the completed notes on the board using answers suggested by theclass. Answers Kay Sloane iscoming to Landon tomorrows. Shes revelling by trai, Sh islensing Manchester a nine thirty in he evening. Ron Cay is getting the money from his bankin London tomerroes feroan Clay a Ioan re reting tthe (Calypso Clupon Saturday morning. They are meeting at fie A, Sloane is ringing the diamonds wt her. c Goover the question formsand examplesand get the students to write some questions. Books closed, Students, askand answer their questions in ‘open pairs (ie around the class), then in’ closed pairs (e with their neighbours) First Student A opens his her book and asks B questions. Then change roles. Play the tape again and deal with any language difficulties. D Encourage students to use the prompts as starters and to ‘build on these, eg I'm not going out this evening. I'm staying ‘at home. But I'm going out tomorrow, etc. E ‘Take the role of A yourself irstand make conversations with one or two students. Then get one or two students to take over A’sroleand ask other students the questions. Get the students to ask and answer the questions in pairs and make notes about their partner's answers. Then get them to tell you about each other's arrangements, Pronunciation See the pronunciation activity on page 96, Language Check 1 Present continuous for future arrangements Point out that the use ofthe present continuous for the future is restricted to verbs describing arrangements: ‘go and doare the most common examples, others being verbs of movement (Iravel arrive, leave, come, ete) and meeting (meet, visit) and some activity verbs (play, make). Contrast with the going to future for plans (see Lesson 7). 2 howand by + means of transport Write upon theboard: __isKay Sloane coming toLondon?__train. Geta studentto fill in the missing words with the help of the class and then to list other means of transport used with the preposition by (eg ear, plane, bus, cach etc. Point ‘out the exception on foot Homework Reference Grammar B1, B2 ‘Generation 2000 Workbook? pages 20-21 Further Practice Explain that Ronnie Rave,a famous pop singer, is very busy next week. Write his programme on the board: SUNDAY 3pm __Rehearsein London. MONDAY 7pm. Giveinterview on TV. TUESDAY — lam FlytoNew York stay atthe Plaza Hotel, New York. WEDNESDAY 10pm Give concert in New York. THURSDAY 1pm FlytoLos Angeles; stay atthe Ritz Hotel, Los Angeles FRIDAY 10.30 _ pmGive concert in Los Angeles. SATURDAY 2pm FlybacktoLondon. Get the students to speak and /or writeabout Ronnie's programme. Eg: He's rehearsing in London on Sunday afternaot. When's he flying to New York? - Ort Tuesday. Where's e staying in Los Angeles? ~At the Ritz Hotel, te Teacher's Book Lesson 11.42) The future in your hands Main Practice Points Grammar wit May Communication Making predictions (She'havea long if) Expressing possiblity (She my get mari more tan once) Vocabulary ite head eath hart intligence life tine love marriage ain sun strong weak long short curved singh broken busy exiting happy Lucky man quit rick seccssfil anlucky artist musician scientist writer ‘Suggested Procedure Leadin Books closed. Write up on the board The future in your ‘ands. Explain that this is the ttle ofthe lesson and get the class to guess what the lesson is about. Elicit or explain thatitis about palmistry. A Books still closed. Discuss the questions with the lass. B Books open. Read through the introduction, with the students following in theirbooks, Help them to find the five lines on their own palms. Then get two or three volunteers to draw their palmson the board, Read the article, After each section get the classto study the palmson the board and to speak about these students Eg after the first section) S: Mari wil have along ie and good heath. (After the second section) She U have an exciting life but she neve berich, etc. Get the students to study their own palms here and talk about their future: Deal with any language points as you go along. In particular, teach the negative form won't = will not, and explain that the negative of may is may not, which is not usually abbreviated even in spoken English. Explain also that may, like willis followed by the infinitive without fo and that may here means ‘will pehaps' eg You may get, ‘married = Perhaps you will gt raarried. ‘When the students talk about other students or themselves here, ensure that they make any necessary ‘changes to the personal pronouns and possessive adjectives used in the text, eg I/He/She wil be lucky in _my/histher life. The sun will always shine on me/him/her. c Go through the example with the students, and then get them towrite the sentences, using the short form ‘I! rather than will. Get them to compare their answers in pairs before checking with you. Example answers She have a long life are good health. She'll have many different jobs inher tif. She Lalso have a lot of children. She'll be icky in her life. The sun will aways shine on her. She may become a good musician, artist or writer. Shel havea lot of friends inher life. She may also get married more than once. Teacher's Book Lesson 12 D Get the students to work in pairs studying each other's palms and making notes. Then they write some sentences about the other's future on a piece of paper. Make sure that they write thename ofthe student on the paper. E Don’t overdo the guessing aspect of this activity. The idea is simply that when a student has read about someone ‘else, he or she waits fora few seconds before telling the class who itis. Language Check twit Books closed, Write the following sentences on the board, and geta volunteer to complete the sentences (with the full form of wll anda suitable ver). She___happy, but she_ 1 Teer, tut 1__ ‘Then get another volunteer to complete the sentences with the short forms land won't Point out that will has the same form forall persons. Ifthe students mention it, explain that salls sometimes used instead of wil, butonly in the first person land we. rich: ‘aRolls Royee. Contrast will with other ways of expressing the future encountered so farin this book. Explain that willis not used to talk about plans (going to, Lesson 7) or arrangements (present continuous, Lesson Il) but to make predictions and to express spontaneous decisions. 2may Write these sentences on the board and geta volunteer to express the same meaning in another way. Perhaps Ivon't get married. Perhaps he will become a musician Homework Reference Grammar B3, B4 Generation 2000 Workbook? pages 22-23 Further Practice ‘Write up on the board the following questions: In twenty years time 1 Howold will you be? 2 Where will you be? 3 Wall you be married? ‘4 Will you have any children? 5 Will you havea job? {6 How will you spend your free time? Go over the questions with the class. Get the students to give you one or two example answers for each one: Tay LON ny Ethie, Ldon't think I. Tmay Tray not. et. ‘Now get the students to write some sentences about themselves. As they do this, go round the class helping with individual difficulties. Get the students to swap papers with their partners and “read about each other. You could then get them to tell you. ‘some ofthe things their partners have written,The future in your hands am A Discuss these questions first. 11 What do you know about palmistry? Have you ever been toa palmist? 2 Do you believe itis possible to tell a person's future by studying his or her hands? Reading your palm Do you know how to read your ait, palm? Look at the palm of your Eee left hand, Then look at the Be agate give: picture of the palm with the eet ert Heading your pal ‘is ih ‘opposite. Can you find the five mens itt you wi tae 2 ey important lines shown in the hal Greene ture on your palm? A palmist believes that each of these lines abide tells us something different eae about our future. What do the eh lines mean? Read the article and | Sa fed out. ro, ston te eas ‘at you iva ayant ces tn c youve sort te re, os shows tat you wil hav an ect butt ou wit ever be ch. token ine means that you wi have ary cote snort. aso earth you i have aot ot ‘Study the lines on Judy Carter's palm. Make sentences about her future. nan SunLine you tava, trong tet The sun ne ofan atu to 1, mar that you wl seeon may pans you ave Inky in oan that you long sun ne, hs shows tat you havea very apy marge wie cy nour the son Head Line ‘Atroke ie dss ean at ‘alas shin yoo! The nth ofthis fe stows you wt be unl inv. ‘Asuna which sans inthe iter, he ngerthe ne, shows at you wi Pavel af mile of te pan means hatte mri you are ‘rind in youre. You ys Yyouwilbevey sucess wen you hae acu heed ire, gat marad mortar oct A yovare middle-aged Ale whe ths means that you may bcoms shoo weak ine mean that you stats arte pot palm goed musa, aristor wer, may ict mae reine ht yeu wile vey happy tight ne stows at you ran Bu at when ju do ay ltr in your te my become sc wis be ey good frends. ol shave: D E ate tes Work with a classmate. Study Exchange papers around the " a the lines on your classmate's class. Then read about another ee palm, Make notes. Then write student's future to the class. ‘become __ about his or her future. Don't say the student's name. See if the class can guess Example He wil__ who itis! ‘She'll have along life and good she | may__ health.maw An invitation It is early on Thursday evening, Larry is phoning a friend, May Morgan. Before you listen to the conversation, look at the picture. Can you guess the answers to these questions? 1. Where does Larry invite May to go to this evening? 2 Why can't she go out with him this evening? 3 So when does Larry invite her to go out with him? 4 Why can’t May go out with Lary then? 5 Sowhat do they decide to do? El 14 Now listen to the conversation. Check the answers to the questions. Also, find out where and ‘what time Larry and May are meeting, Practise these ways of greeting people. Notice this way of inviting someone to do something. Would you lke to go toa cisco tis evening? Invite your classmates to do some of these things at ifferent times this week. {90 to a disco/a concert party/the cinema 0 swimming/windsurfing/dancing/shopping 90 for a coffee/a walk lay tennis/video games Accept or refuse your classmates’ invitations. Accepting an invitation Refusing an invitation Hello. Yes, I'd love to. |Fmatraid | can’. Histo one Yes, okay. Irs | but can't. rm | Fe, | Mankyeu-| and you? Example ye, ‘A: Would you like to go windsurfing on Saturday? fine, thank you. B: Yes, okay. Ar} Tm | very well, 2 ‘A: Would you like to play tennis tomorrow? zs s: I'm afraid | can’t.Main Practice Points Grammar Would lke to Haceto Present continuous Go+-ing ‘Communication Greeting someone (Hello. How are you? - I'm fine, thanks. And you? Fm very well, thank you.) Inviting someone (Would you ike to go toa disco this evening?) icepling initations (Ys, love tes oy.) Refusing invitations (I'm afraid Ioun't/'msorry Tut can't.) Giving reasons for refusing invitations (Iie stay in | and study tonight. 'm already doing something.) Talking about future arrangements (Are you doing anything on Tuesday evening?) Vocabulary clean my room decide go out invite stay in study wash my hair cinema concert disco party _godancing go fora coffee goforavoalk go shepping ‘goswimming gowindsurfing ‘Suggested Procedure Lead in Books open, Get the students to focus an the opening picture, in particular on Larry's newspaper and May's Gliary. Outline te situation: early on Thursday ‘evening. Larry is phoning his friend May. Get the class to talleabout what they think will happen in the conversation Incluce questions 1-4 in A. Blict some of the ‘words Larry and May will actually use in the conversation. For example: Why do you think Larry is phoning May? (He wants to invite her out this evening) ‘Where do you thinkhe invites her to go? (Toa disco.) What do you think he says? (‘Would you ike to gota disco this ewening?") Can May go out with him this evening? (No.) Why not? (She has saya homeand study. She's faking an exam college tomorrow) So what do you think Larry says? (Would you tke to go tomorrow evening, then?’) Can May go ‘out with Larry tomorrow evening? (No.) Why not? (She's _going to the cinema wth Jacky.) ‘Then get the class to speculate about what happens nextin the conversation and how it ends. A Go through the questions again, and play the tape. The students check what hey hear on the tape against their answers to questions 1-4 and their guess for question 5. ‘Ask the students also: Where and what ime are Larry and May meeting on Saturday evening? (At May's place at 830.) au See the tapescript on pages 101-102. Aninvitation 13 _ Answers 1 Toadisco 2 She has to slay in and study, 3 Tomorrow evening. 4 She's going tothe cinema with her friend Jacky. 5 They decide to go toa disco on Saturday evening. Play the tape or read the dialogue again, dealing with any language difficulties. In particular: ‘Iteas wondering - Teach this asa set phrase. Explain thatit is often used, as here, tomake an invitation sound less direct, more polite. (Note thatthe past continuous tense is taught more formally in Lessons 16 and 17.) Inge to- Remind students of the meaning of have to (obligation or necessity) See D for further practice ‘im going to the cinema - Remind students of the use of the present continuous for future arrangements or plans (studied in Lesson 11). Contrast this with We're going to see, which isa firm intention, and with I se you there, ‘whichis a prediction or sudden decision, Let's g0 toa disco, then./See you then. Focus on the two uses (of then: in the firs, then = in tha case; in the second, then = at that time, Let's go toa disco /Where shall we meet?/Why don’ e meet? - Explain that all these forms are used! to make suggestions. ‘They are taught more formally in Lesson 23. B Got the students to practise the various possible cexchangesiin pairs. You may also wish to teach one or two other responses here, eg Not too bad, So-so, Allright, Okay. c Focus first on the invitation and the alternatives in the vocabulary box. Point out in particular the use of go +~ing to describe activities. Then get the students to give more examples, using the words in the vocabulary-box and time expressions of their own choosing, eg Woutld you like to 0 toa concert tomorrow/go swimming tomorrow afterncan/se for coffe after school? etc. ‘Now focus on the forms for accepting or refusing invitations, Get the students to practise the example dialogue and then to make up more dialogues. Teacher's Book Lesson 1348) An invitation D Go through the examples with the class, and then get the students to make up more examples. Introduce any new vocabulary as necessary for this. ‘Now get one or two students to invite others to do things at various times this week; get the others to refuse the invitations and give a reason for refusing each time, For example SI: Would you like to goto the theatre this evening? ‘82: 1'mafiaid Ioan't. Ihave to babysit this evening. $3: Would you like to play tennis on Saturday afternoon? SA: 'm sorry, but Tan’. I'm going shopping witha friend. ete E Focus attention on the example diary extract. Then, get the students to write diaries for next week, making up what they have todo on two evenings and what they are doing on one evening. As they do this, go around the class helping with individual difficulties. Then, when they have finished, get them to talk about what they have writen. For example: [have to do my homework on Monday evening. T’m going out witha friend on Wednesday evening. Et. Go through the example dialogue with the class, and then get one or two students to begin inviting others to do things at various times next week. Explain to the class that they should accept or refuse the invitations dependingon ‘what they have written in their diaries, If they refuse, they should give the reason, Point out that when they make ‘new arrangements, they should note these in their diaries. Tell the students to keep their diaries, as they willbe needed in Fand the Further Practice activity below. F Go through the example with the class and then get one or two students to give more examples by referring to their diaries and talking about themselves. Then get all the students to write about themselves. As they do this, go round the class helping with individual difficulties, Then _get more students to tell you about themselves. ‘You could also give more practice in He/She is... ingand He/She has to. by getting the students to exchange papers ‘and then talk about each other. Language Check 1 Greeting someone Books closed. Write up the following sentences on the board and get a volunteerto write in the missing words. AvHello.__areyou? B:_fine, And__i With the help ofthe class, the volunteer can also write up substitute words, eg Hi, very well, not too bad, okay, ete. Teacher's Book Lesson 13 2 Inviting someone; accepting and refusing invitations; giving reasons ‘Write up this sentence on the board and get a volunteer to ‘write in the missing words: _gotoadiscothis evening? ‘Then get the students to call out substitutions for go toa discoas quickly as possible. ‘Then write up the headings Yes, Noand Wiy not? Ask two volunteers, with the help of the lass, to write different waysof acceptingand refusing invitations and giving reasons under the three headings. Homework Reference Grammar B1, BS, B7 Generation 2000 Workbook 2 pages 24-25 Further Practice You could extend the activity in E by getting the students to ‘telephone’ others and invite them out. This would. involve practice in greetings as well as invitations and arrangements: ‘St: Hello, Maria It's Astrid, $2: Oh, hello, Astrid. How are you? Sk Very wel, thanks. And you? $2: Fine, thank you. Sk: “Maria, would you like to goto the cinema on Sunday evening? $82: I'msorry, but Ican't on Sunday evening. I'm playing tennis ‘with Carlos, $1: Are you doing anything on Monday evening? $82: No, nothing special. $1: Would you Tike to goon Monday ‘evening, then? $2: Yes, that would be nice. Witha fast class, you could also practise suggestions and taking leave: Si: Where shall we meet? $2: Why don’t we meet outside the cinema? $1: Okay. What time? $2: Let's meet at seven o'clock Si: Fine. $2: Right, Il see you outside the cinemaat seven o'clock on Monday evening. Si: Yes, see you then. Bye. S2: Bye You could then get the members of each pair to write down the conversation, as they remember it, without conferring with their partner. They then read out what they have written and the rest of the class listen carefully tosee ifthey can spot any differences.D Now make conversations. Your classmates will smite invite you to do things on different evenings next Sa wwe often give a week. Use your diary to find an evening when you : : can go out together. Ihave to stay in and study. I'm going tothe cinema. ample Ihave fo clean my room. I'm meeting a trend. ; 4 ; Thave to wash my hait. I'm already doing as ponetiy ihe fo ga. lo the chen Monde something. B: I’m somy, Eva, but can't. I'm playing tennis with Think of more reasons lke these. Mario on Monday evening. A: Are you doing anything on Tuesday evening? : ea B: No, nothing special | onan ee ‘A: Would you like to go on Tuesday evening, then? B: Yes, dove to. E I you agree to go out, write the arrangement in your diary. Write your diary for next week. Decide what you have to do on two evenings, and what you are doing on one evening. Write these things in your diary. Example F Now look at your diary and write about what you are doing and what you have to do next week. Examplems You must be home by eleven sas A These are the eleven most common topics British teenagers argue about with their parents or guardians. chores clothes and appearance coming home late friends getting up in the morning going out at night homework money music politeness and good manners TV and video ‘Are they the same things teenagers argue about with parents or guardians in your ‘country? Can you think of any other topics to add to the list? FSi Look at the picture. Judy Carter is arguing with her parents about five things in the list. Read or listen to the conversation. What are the five things? Mother: Where are you going, Judy? dudy: Out Mother: Yes, but where? Judy: I'm going to see some friends. Okay? ‘Mother: But you've got school tomorrow and it's late. Judy: I's not late. it's 9.30. ‘Mother: It's late to go out. And anyway, what about the story you have to write for English? Judy: lve written it. ‘Mother: Are your sure? | don't think you do enough for ‘school. Well, anyway, you can't go out like tht. Judy: Why not? Mother: Your skirt is far too short. dudy: Oh, okay. Il put my jeans on, Mother: And you must be home by eleven Judy: By eleven! But mum, its 9.30 now. Mother: Well, 2s | say, you've got school tomorrow. had to be home by ten when | was your age, 80 you've got nothing to complain about. Judy: That was hundreds of years ago. Things are different now. Father: Don't be rude, Judy! You mustn't speak to your mother lke that. Go on, apologise. Judy: Oh, okay. 'm sory. Is that okay? Can | go now? Father: Yes, you can go out but remember, no later than eleven and put something else on. Judy: Oh, okay. What do you think? Listen again and discuss these questions. 1 You've got schoo! tomorrow and it’s late. - Is 9.30 late to go out? 2 You can't go out like that./ Your skirts far too short = Look at the picture. Is this true? 3 You must be home by eleven. ~ Is eleven too early to ask Judy to come home? 4. had to be home by ten when | was your age. ~ How old do you think Judy is? 5 Don't be rude, Judy! You mustn't speak to your ‘mother lke that. ~ What did Judy say to make her father so angry? Was she rude? 6 Oh, okay, 'm sorry. ~ Is this a real apology? 26You must be home by eleven 44] Main Practice Points Grammar Must Have to Can Communication ‘Talking about necessity or obligation (You must make your bed every mornig. You must leave your clothes on the floor. Fad to clean my room cvery day when Ioas your age. Do you have tobe home by a certain time? - Yes, Ido. 1 don't have todo the washing up at hore.) Talking about permission (Car you wear any clothes you like? - Yes, lean. lean’ watch anything [like on TV.) Vocabulary age appearance bad language chores clothes good manners party politeness angry dirty early late rude untidy do the washing up gout goto bed make a bed spend (money) stay in bed stay out tidy Suggested Procedure Leadin Books closed. Without any form of introduction, write up some things the students must or mustn’t do in your school, eg come to classes, smoke in the classroom, do homework, cheat in exams, Elicit from the class thatthe things you have written on the board are rules. Then write Schaol Rules on the board, Introduce You must(n't).. and Students musi(n’t) . by talking about each one: You must come to classes. Students ‘mustn t smoke in class, et. Get the students to make other rulesin this way; ask What else nust or mustn't students do? ‘You could then go on to talk about some of the things teachers are obliged to do, eg Teachers must arrive a the school 15 minutes before lessons start. We mustn't end the lesson before the proper time. et. To introduce past obligations, write up on the board ‘Schoo! Rules inthe past, and give one or two examples: In ‘the past, students had to wear school uniforms; They had tobe silent in class ete, Get the students to give you other ‘examples. (Ifthe students attempt to give negative ‘examples, ie negative obligation or prohibition in the past, introduce the forms couldn't or wasn't/weren t allowed fo, e6, Stutents weren't allowed to wear ordinary clothes.) Introduce have to and don‘tdoesn’t have toby contrasting schools in the past with schools today, eg Do you have to ‘wear schoo! uniforms? (No, we dont.) Do you have tbe silent innclass? (No, we don't.) Point out that have to has almost the same meaning as must, but that don't/doesn't have tis very different from mustn't: the former is absence of obligation (We can ifwe want, bt it isn’t obligatory), the laters prohibition (I isn't allowed) Introduce can (permission) in the same way. Can you smoke inclass? (No, we can’t). Can you talkin class? (Yes, we can.) Alter this language work, write on the board: What do teenagers argue about with their parents? Introduce this topic by talking about one or two examples of things teenagers and parents often argue about, eg watching TV, chores, ‘Then get the students to work in small groups and make lists of other potential problem areas. [NB This lesson deals with problem areas in relationships between parents and their teenage children. Itis written from the point of view of childzen living at home with their mother and father. Care should be taken when presenting the topic not to exclude or hurt the feelings of children living in single-parent families or with their guardians rather than their parents A Books open. Focus attention on the list and explain any new language with examples and definitions, eg Chores Aare jobs that people do in the house, for example, washing up. Get the students to compare this list with the one they ‘wrote eatlier, and write up on the board any ideas which they thought of which are not on thelist. B Focus on the picture and set the scene. Ask the students to say who they think the three people are and what their relationships are. Get them to try and guess where the girl is going and what her mother is saying to her. Explain the listening taskand play the tape. = Sethe dialogue in the Student's Book. Answers 1Going out at night 2 Homework 3 Clothes and appearance 4Coming home late 5 Politeness and good manners Play the tape again, or get the students to read the dialogue silently, and deal with any language difficulties. {ir too short - Point out the ‘strengthener far. Explain that it hasa similar meaning to much. Get the students to think of some more examples. {g00rt- Explain that we say this when we want to encourage someone to do something. ‘Ask what obligations are mentioned or implied for Judy in the text (eg She has to go fo school tomorrow, Ske has todo her homezwork/writea story for English, She must be home by eleven, She has to change her clothes, She has tobe polite to her ‘mother) and what prohibitions (eg She mustn'tcome home late, Ske can’t goout in those clothes, She mustn't complain, ‘She mustn't be rude to her mother). Now play the tape again, stopping after the mother'sline ‘You've got schoo! tomorrow and i's late. Ask [89.30 late ta g0 ‘out? and discuss the question with the class. Continue in the same way with the five other questions, stopping the tape each time after the speaker's words. Note that itis very important to use the tape for this activity asin some cases (That was hundreds of yearsago, Oh, okay, I'm sorry) Judy's tone of voice is crucial tothe understanding of her words. Teacher's Book Lesson 14$44 You must be home by eleven c Explain the task and go through the language box and the examples with the students, Divide the class into pairs and get each pair to choose a topic from thelist (or from the extra problem areas you wroteon the board previously) and write sentences about it. Go round the class as they do this, helping with individual difficulties, Go through the role play example with the class. Then get the students to carry out their ole plays with books and notebooks closed. D Focus attention on the survey and read through the questions, choosing isividual students to answer them. In Part A pay particular attention to the use of arty. you like (any clothes/anytimefany kind of musilanything you ike). Practise some of the questions, getting the students to repeat them after you. Then get them tocarry out the survey working in pairs, Tell them to make a note of their partner's answers, but not to write his/her name on the Paper. Make a table of results with the whole class. Ask each student to report back the results of his/her survey. Get two volunteers to take notes as each student reports and, tomake the final count, See ifthe two volunteers agree with each other's count. Alternatively you could make the count yourself on the board, E Go through the examples with the students, introducing, the various phrases used for agreement: {aftera positive statement) So do ./So can I {aftera negative statement) Nor do 1/Nor can 1 and for disagreement: (altera negative statement) Ido/lean, (after positive statement) Idon't/can't Getthe students to do this activity in small groups. Pronunciation See the pronunciation activity on page 96, Language Check 1 must, have to, had to Books closed. Write the following sentences on the board and get two volunteers tofillin the missing words, with help from the class: Mother: You ___ be home by eleven. Judy'sfriend What time you__behome? Judy: [ Befome by eleven Judy (next morning) 1 ‘be home by eleven last night [Askthe students ifthey can see any difference in meaning, between must and have fo. Explain or elicit from the students that must is used when itis the person speaking, ‘who is imposing the obligation; have ois used when the obligation comes from someone or something other than the speaker. The problem does not arise in past sentences since there is no past tense of the modal verb must. Teacher's Book Lesson 14 2 mustn't, dow’thave to/doesn’thave to Do the same with the following sentences: Doctor: You _goto school tomorraco. Stay in bed! Judy: goto school tomorrow. It’s Sunday. Explain or elicit from the students that mustn't means Don't doit; don’t/doesn't have tomeans You can doit ifyou ‘want, bt it on’t necessary, 3.can/can't (permission) Do the same with the following sentences: __you go tolate-night parties? Yet No, Elicit that can here means permission (you are permitted not permitted ta do something), notability Homework Reference Grammar B6-B8 Generation 2000 Workbook A pages 25-26 Further Practice 1Signs and notices Find pictures, or make board drawings, of various signs and notices, or simply write them on the board, eg SILENCE \ gery PLEASE Eves —_ ee NO PHOTOGRAPHS DO NOT FEED THE ANIMALS KEEP OFF THE GRASS ‘COME IN AND LOOK AROUND. NO OBLIGATION TO BUY [80 SHORING | FASTEN SAFETY BELTS See ifthe students can tell you what the signs mean and also where they would expect to find them, eg ‘Silence, please’ means that you can’t tlk, you must be silent. You'd expect to find this sign ina Ubrary. 2 Travel guides Get the students, workingiin groups, to make up alist of advice for foreign visitors to their country - what they can and can't do, what they must and mustn't do, what they can do but don’ thave to do. They could deal, for example, with travel (You must drive onthe right here, You mustn't park where you ee the sign ofa ‘P’ witha line through it, You can use a sent belt if you toant but you don't have to) or with ‘behaviour in restaurants and hotels, sightseeing, entertainment, etec Role play Look at the list in A again. Choose a topic (eg chores) and write some sentences a parent ‘or guardian might say. Use: You must _. You mustn't _. | had to __ when | was your age. Meum ede oan eee 0m every day hot was yourane Work with a classmate. Parent or guardian, Bis a ‘teenager. Role play your topic. Example ‘A: Your room is very diy and untidy. You must make your bed every morning. B: Oh, okay. ‘A: And you mustn't leave your clothes on the floor B: Why not? It's my room. ‘A: | had to clean my room every day when I was your age. Then change roles. Read through this survey. ] PartA Part B Can you? ‘Do you have to__? 1 wear any clothes you like 1 be home by a certain time 2 have a boyfriend/ginlfriend 2 tidy and clean your room 3.90 to late-night parties '3.do the washing up at home 4 stay out all night. 4.00 some homework every day ‘5 stay in bed late at the weekend Stell your parents where you are 6 go out anytime you like going Tilisten to any kind of music 6 tell your parents what you spend ‘8 watch anything you like on TV ‘your money on ‘9 use bad language at home. | 7 be polite to your parents: Beat food you don't like 9.90 to bed at a certain time af ‘Complete the survey about a classmate. Ask and answer, ‘A: Can you wear any clothes you like? B: Yes, I can, /No, I can't. ‘A: Do you have to be home by a certain time? B: Yes, I do. / No, | don't. Make notes of your classmate's answers. Don't write his/her name. Part Tes 2-08 Make a table of results for your class. Number of students ‘Yes part A reat wear any clothes you like 7 6 have a boyfriend / girlfriend 13 10 ‘Choose some topics in the survey to talk about with your classmates. Give more details if possible. thave to__./I don'thave to__. tan __./1 can't __. Examples A: I don't have to do the washing up at home, B: | do. [have to do it every day. €: Sool, ‘A: I can't watch anything | like on TV. My parents don't lke me to watch ‘horror movies, for example. B: I can't watch late-night movies. can watch anything | lke. arme | couldn’t live WithOUt ... StS AUN SS A Here is a newspaper headline. Work with a classmate. Gan you guess what the news story is about? eS) [Ei 14 Listen to the radio news report of the same story. Were you right? This is a police report about the teenager in the story, but parts of it are missing. and ‘complete the report, Family name: Thom First Name: K ‘Age: father’s ‘Thomas stole his fat He used the card to buy comP CDs, a new watch, cloth s re ainers. He spent over £ vvronth before his father found ou took away the card. After tha stole money from other PU ‘until his teacher caught h stealing money fF 28 READING c Work in groups of four. How fast can you read? This is a reading race! Look at the magazine article / couldn't five without. .. opposite. Read the article quickly, looking for answers to these questions. The first group to finish is the winner! How old is Viv? Who loves chocolate? Does Martha wear make-up at school? Who couldn't Lynnette live without? Who sent Viv a present from the USA? What does Lynnette do for two hours every day? Who gave Viv his Walkman’? Who likes making her friends look horrible? Why is Viv saving money? 10 What sports does Martha do? 14 Who is cuddly? 12 Who enjoys being frightened? Work with the same group as in C. Tell the other students about three things you couldn't live without, and why. Then design and write a ‘magazine page like the one in this lesson for your group. eoromsensI couldn’t live without. Main Practice Points Skills Speaking Discussing, speculating, turn-taking Listening Listening for gist, listening for specific information Reading Scanning for specific information Writing Writing paragraphs, accuracy ‘Suggested Procedure Lead in Books closed. Write up the title ofthe lesson on the board: I couldn’ tive without .. Get the students to speculate what the lesson could be about. Get them also to complete the sentence with their own ideas. Ask: What couldn't you lve without? A Books open. Make sure the students understand the vocabulary in the headline. Then get them to work in pairs, speculating what it could be about. Tell them to note down their ideas to check later B Books closed. Explain that the students are going tollisten toaradionews report about the teenager in the headline, and that they should check to see iftheir ideas about the newspaper headline were correct. Play the tape. Then get the pairs to report back, and see which pair was closest to thefacts. =u See the tapescript on page 102 Books open. Focus on the police report and explain that parts of itare missing, See ifthe students can complete the report before listening again, Then play the tape for them tocheck their answers. Answers Family name: Thomas First Name: Kari Age: sixteen ‘Thomas stole his father's creditcard. Housed thecard tobuy computer games, CDs, a new watch, clothes and (a new pai. trainers. He spent over £2000 (two thousand) in one ‘month before his father found out and took aay the card. After that he stole money from other pupils (at his schoo! until his teacher aught hie stealing money from her handbag. c Explain the task and divide the class into groups of four. Explain that the students don’t need to understand every word, and make sure that the groupsall start atthe same time. Answers, 117, 2Lynnette 3No. ‘4 Fozzie 5 Hisaunt, 6 She plays computer games. 7 His Dad, ‘8 Martha, ‘9a go to the United States. 10 Basketball and aerobics. 11 Fozzie, 12 Martha, Goover the questions again and deal with any new vocabulary. See the next page for language notes on the magazine articles, D Get students to think of three things they couldn’tlive without and to talk about what they have chosen and why in their groups. Then, if possible, give out large pieces of| card or paper, coloured pens and magazines to cut photos out of. Encourage students to make their pages as bright and interesting as possible. Display the finished results on the classroom wall, Teacher's Book Lesson 15,45 | couldn’t live without Language Notes Ifyou decide to give the magazine pagea detailed reading, you may find these language notes helpful. Martha ‘Her ambition is to workin the flr industry -Remind students of Lesson 7 in which they talked about ambitions. Ask them what their ambitions are My rucksack | need it for my school books - Elicit other examples of the form need something for something. {ve had it for a couple of years - Remind students of the use of the present perfect tense to describe an action or state that started in the past and continues in the present, and of the use of for and since with periods of time (see Lesson 6).Seealso Ihave akorys drunk... since Iwas small child (Pepsi Max) and I'se had my lovely toy dog almost all my life (My cuddly toy) My make-up set enjoy experimenting, I ike painting - Point out the use of ‘the ing form after these two verbs. Ask the students what they enjoy or like doing. See also [love listening to(my ‘walkman (My Walkman). Viv «keen fan -See alsoa big pop music fan (Lynnette). My trainers Ineed a really good pair of trainers Ask the students what heneeds his trainers for. ‘The ones I've got - Remind students ofthe use of one/ones as a substitute word, used here to avoid repeating trainers (Gee Lesson 4).See also The one I had before (My Walkman), (he) bought me a new one (My Walkman), and the anes ‘want (Computer games). 1 don’t know what Il! dowhen they wear out - Point out the use of will fora prediction (see Lesson 12). See also lll save enough to g0 (My baseball hat) and I'l love hi: forever (My cuddly toy). Treat the use ofthe present simple tense after when as a preview of Lesson 26, ‘My baseball hat ve been suving money from the job have - Treat the use of the present perfect continuous asa preview of Lesson 22 See also I've been playing for several years now (Computer games) Homework Generation 2000 Workbook? page 27 Teacher's Book Lesson 15Drag ony eer Sey ey eee) ugh Ropes) Cer eed Poe te ua ey My make-up set ate Peres tr a ere Se an eee rer ce ac Se tts) riety tTeyearold Viv Lennox ives sport. He's avery keen football fan and follows his team, Manchester Unite, ‘ound the country. What couldn't Viv Ive without? My trainers dot of jag ad tring Sood realy good pl trae. The ones Iv ot at the moment ae realy corotble. They ook ged to, Theyre ike my two best fends! dont rw what i owen they wan cut My Walkman resent tale tine when not dont eff een weno agg | ees of Se in of op mis. ont tealyhave faerie atte manent. Te Waka gens ey te tesa pert rom Da Te oe ade as Solel col nae wet outa Bog 3 eo My baseball ‘My aunts in the USA and se Dough me is wonder Rat rm Disney Wot, Se bout tor me because says Mv, ny fist ‘ame, othe front. Se set ittome for my seventeenth bitiey. ve never ben to the ned Stes, but lve ogo rere ney. ve been saving many fom the jo have, wong at my lca supermarket no evens week. Hopeful Ti sve neugh ogo ana vist my aunt ret summer 29mmm They were the diamonds | was looking for ms A i Look at the picture and listen to Mick Malone. What was the date yesterday? Look at the pictures. Which pictures are these sentences about? Example It was raining hard. ~ Picture 1 It was raining hard It was getting light, Iwas getting wet. Suddenly, a white taxi came round the camer and stopped In front of the club. The doorman opened the car door and a man got out. 5116 Listen to Mick and check your answers. Why was he standing outside the Calypso Club last night? FEI 16 Look at the two pictures and listen to Mick again. Then tell his story using the language in the box. Example Itwas 11.45 at night and ! was standing outside the Calypso club. twas. z — Itwas and twas outside the Calypso Club. It was ___and| was _, very Suddenly, a__ round the comer and ___ in front of the club. The doorman __ the car door and a_. He/She was___, very. He/She | wasthe Iwas Do you know the names of the two people? Look back at Lesson 11 if you can't remember, 30 Saturday 3rd November —_—- Sometimes the life of a private investigator isn't easy. Take yesterday, for example. It was 1145 at night ond I was standing outside the Calypso Club. 2. 5 am Saturday 3rd November c Find out what your classmates were doing at different times last night. Make notes of your classmates’ answers. ‘A: What were you doing at + time? B: |was_-ing. Example AA: What were you doing at 9.45? B: / was watching TV. What were you doing at 7.30? A: Las having dinner. What were you doing at..? Make sentences about your classmates using your notes. Example Dimitris was watching TV at 9.46.They were the diamonds | was looking for Z6I) Main Practice Points Grammar Pastcontinuous Past simple What? How many? Wio? Communication Describing background scene (asasstandng outside the Calypso Club. lt toas rang hnrd and Ts geting wet verywrt) Describingevents and actions (Suadeny, large back cr came round the corner and stopped font of the club.) Vocabulary sgetlight get wet have dinner rain hard show wonit ‘comer goad memory Suggested Procedure Lead in Books closed, Build up a simple board drawing of aman standing behind a wall in the rain at night. As you draw, ask questions as follows: T.(drawing ahead) What'sthis? sa head. (drawing the body) Is ita man ora woman? Clt'samen. ‘T: (drawing a wall) What's this? Clt’sawall “T: Where is the man standing? He's standing behind the wal ‘T (drawing a watch and miming impatience) Ware dng? a Che stting © € TT (drawing the moon) [sit day-time or night-time? A ‘Books open. Focus attention on the top picture, and get the students to tell you who the man is (Mick Malone) and What his job is (a private investigator). Ask where he is today (in his office) and what date itis today (Saturday 3rd November) = ‘See the textin the speech balloon, lay the tape or read the text in the speech balloon and ask ‘what the date was yesterday (Friday 2nd November), B Focus attention on the two pictures, and then on the sentences in the box and the example, Get the students to ‘match the sentences with the pictures. Then play the tape tocheck the answers. Ask Why zas Mick Malone standing outside the Calypso Club last night? (He was waiting fora man ‘and a woman.) a6 See the tapescript on page 102. Answers Ions raining hard - Picture Ions getting light - Picture 2, Twas getting wet - Pictur. Suddenly a white taxi came round the comer and stopped in Jront ofthe club Picture2. “The doorman opened the car door anda man got out = Picture 1 Now play the tape again, or get the students toread the tapescript silently and deal with any language difficulties. ‘Then divide the class into pairsand get the students to tell each other the story using the language inthe box. Student ‘Acan tell the first part ofthe tory (Friday night), Student Bean tel the second part (Saturday morning). Go round the class helping with individual difficulties as they work. in pairs, Finally, get two students to provide answers for the rest of the class Answers Part One- Friday night ‘was 11.45 a night and Tons standing outside the Calypso (Club cos raining hard and Tos getting wet, very wet Suddenly, a large, back car came rou he corner and stopped infront of theclub. The doorman opened heen door anda mart ot out He ons big, very big. He ws the ma Tons wut fr. Cilt’snight-time. ay “(drawing the rain) What's the Cie ‘weather tke? bed aa Part Two- Saturday morning, Itoas five o'clock in the morning. Icons sil standing outside the Calypso Club, Itwoas getting light and I wns getting tired, very tired. Suddenly, awhile taxicume round the comer and stopped in front of the club. The doorman opened the car door ‘and a woman got out. She was beautiful, very beautifl, She was Ciera ou ‘Then get the students to describe the whole picture: ‘There's man standing behind a wall. He's waiting. It's night- time, and it's raining. ‘Then say: That's right. But this isn't today. This happened yesterday, last night. Then talk about the picture again; Last night, this man was standing behind a wal. It wns night-time, ‘and twas raining. He was getting wet. He was waiting. Then ask: Why was he waiting? It ons because of his job. What do ‘you think his job is? Elicit suggestions from the students (He'sa robber. He's policeman. He'sa spy, etc) but donot confirm the answer at this stage. he woman I tows waiting fr, Finally, ask the studentsif they know the names ofthe two people (Ron Clay and Kay Sloe) and get them tosay what they remember of the story in Lesson 1]. c Write up 9.45 lastnight on the board. Go through the Tanguage box and the example with te students, and then get hem todo the activity in alts, Tell hem to make notes oftheir partner's answers and, when they have finished, they can report tothe whole class on wha their partners were doing lastnight, using their notes. Teacher's Book Lesson 16WE They were the diamonds | was looking for D Focusattention on the top picture and read the speech balloon. Then focusattention on the main picture, particularly on Clay and Sloane in the room atthe back of the lub, and go though the questions with the students. Intheast question, point out the use of the double object ‘with show, ie She was shozoing him some diamonds rather than She was showing some diamonds tohim. Elicit some ‘examples from the students; She was showing... Play the tape for confirmation of the answers. av See the tapescript on page 102. Answers 1 They were standing ina small room atthe back ofthe club 2 She was wearing a bright red dress. 3 He was wearing a dark blue suit 4 He was taking money out of his briefense. 5 She was showing kim some diamonds. E Read the speech balloon in the bottom picture. Then tell the students that they are going tolisten to Mick Malone describing the scene in the club when he went in. While he is doing this they should try to locate the people heis describing and check the details, Play the tape straight through. es See the tapescript on page 102 ‘Now play the tape again, stopping after each description for the students to point out the person or people in the picture. Check the details about each person or group of people (ie the three people at the table, the two young women at the bar, the tro men standing next to them, the three musicians, ‘the waitress, the waiter). Bg Where were the three people sitting? (AL the table) What were they drinking? (Red wine.) ete ‘Then go through the example questions in the box and get each student to write five more questions about other people or groups of people in the club. Go round the class helping with the questionsas they do this. Then, with, books closed, students ask and answer in pairs. Make sure ‘that each member ofthe pair has prepared questions about different people. Finally play the tape again and see if the students had managed to remember everything, Pronunciation See the pronunciation activity on page 96, Teacher's Book Lesson 16 Language Check 1Past continuous Books closed. Write these sentences on the board and get two volunteers to illin the missing words. It___11.450n Friday night. Mick the cub. it He wet What____you_at 945 lastnight? 1 7. outside Homework Reference Grammar B9 Generation 2000 Workbook 2 pages 28-30 Further Practice 1 Story beginnings Get the students (in small groups oras homework) to compose the beginning of astory, similar to the beginning, of the story inthis lesson, but ina different genre. Suggest different genres, eg alove story, a science fiction story, a ‘western, a ghost story. Eg; Aleve story ‘Thesun was going down. It asa beautiful summer evening. ‘Sue and Simon were walking along the beach. Sue was wearing ‘a beautiful white dress and silver shoes. They were holding hands. Suddenly Simon stopped and looked into her eves 2Memory game Use magazine photos which show several people ina particular location, eg on a beach, in a bar, and preferably performing a variety of actions. Divide the class into equal groups of three or four, and give each group a photo. Tell the students to imagine they were in this situation when. something dramatic happened -a shot was fired ora fire started. Give the students one or two minutes to memorise everything about the picture, where the people were sitting/standing, what they were wearing, what they were doing etc, when the shot was fired. The groups then exchange pictures, and askand answer questions about ‘what was happening when the shot was fired. Alternatively, or additionally, you could ask each member of the group to choose a person in the picture to represent themselves. The question and answer session could then be carried out in the first and second persons, rather than their third person, eg: ‘SI: Which person in the photoare you? ‘S2:1'm the girl in the red bikini. ‘SI Where were you standing when the shot ws fired? ‘82:1 woasn’t standing, [vas sitting on the beac. teD Look at the picture and answer these questions. When Mick went into the club. T waited outside for a few more minutes and then | went into the club. Where were Ron Clay and Kay Sloane sitting? What was Sloane wearing? What was Clay wearing? What was Clay taking out of his briefcase? What was Sloane showing Clay? =i 17 Now listen to Mick and check your answers. Memory game 18 Look at the picture again. Then listen and the people Mick is describing. Test your memory. Look at the picture and write five questions to ask your classmate. Make sure you know the answers to the questions you write, Examples fi ‘private investigator has to have a good memory. How good is yours? When Mick went into the club... How many people were sitting at the table? What was the woman wearing? What was the man smoking? What were they drinking? Who was the other man looking at? Work with a classmate. Close your books and ask and answer.imFriday the thirteenth A Look at the picture, Today is Saturday, 14th December and Larry is telling his friends about what : happened to him yesterday. Pee What do you think they are laughing about? ie pictures show what happened to Larry 8 . Find a sentence in the box below for 9 ‘six pictures. 5 am ae re Y= I was running forthe bus when | dropped He Memory game Study the pictures in B again. Then work with a classmate. Student A - Turn to page 99. Ask your classmate the questions. Check his/her answers. Student B - Close your book and answer your classmate's questions. How do you think Larry felt yesterday? Again find ‘a sentence in the box below for pictures 1b, 2b, and 3b. Examples ‘A: What was Larry doing when the phone rang? B: He was running a bath, z, A: That's right. F119 Listen to the conversation and check ‘A: And what did he do then? your answers. B: He went to answer it and forgot all about his bath. 32Friday the thirteenth 17 Main Practice Points Grammar Past continuous and past simple When (linking word) What? Communication Talking about interrupted actions (I was running a bath ‘when the telephone rang. What was Larry doing when the phone rang? What did he do then?) Vocabulary attack be late for collide with drop falloff forget godown happen laugh about miss press run run abath stop button fist aid player repair shop lift shorts ‘angry damaged depressed embarrassed hurt neroous scared unlucky trang ‘Suggested Procedure Lead in Books closed. Re-introduce the ‘interrupted’ use of the past continuous by making a more dramatic entrance to the classroom than usual. For example, come in and close the door loudly behind you. Then get the students to tell you what they were doing when you came in and interrupted them (10s talking to my friend, [zuas taking my books out of my bug, I wasn't doing anything, Iwas thinking about the end of term, etc). Follow this by recalling the previous lesson. T: What ws ‘Mick Malone doing when the taxi came round the corner? S: He wns standing behind the wall. He was waiting. T: What was Ron Clay doing when Mick went into the club? $: He was taking money out ofa briefeae, et. After this language work, introduce the topic of the lesson. Write up the ttle of the lesson - Friday the thirteonth ~on the board. Explain that Friday the thirteenth is thought tobe a very unlucky day in Britain and America, A Books open. Focus on the picture, read the introduction and get the students to describe the scene: It's Saturday ‘th December. Larrys ina ene. He's talking to some friends. ‘They're laughing, etc. Get them to spot that Larry has a blackeye and to speculate how he got it, Do not give the answer yourself at this stage. B Read through the instructions and the example with the students, Before you get them to match the sentences with, the pictures, see ifthey can make sentences themselves in the pattern He wns...ing.. when... about pictures 1a, 2a and. 3a, ‘Then go through the sentences in the box, dealing with any language difficulties. Contrast the idiomatic sunning ‘bath with riomning for abus. Then get individual students to say which sentence goes with which picture. Answers Ia Irons running for the bus when I dropped my bag. 1b I missed the bus andl us late for school 2a Isoas playing basketball when I collided with another player. 2b= Thad to have first aid and couldn't play anymore. 3a Ivoas running a bath when the telephone rang. 3b-Itwent toanstoer it and forgot all about my bath Now ask the students how they think Larry felt when. these things happened tohim and get them to link the adjectives with the sentences. Answers Ib Hefelt nervous, 2b- He feltangry. 3b-Hefelt embarrassed. Finally, play the tape to check the answers. = See the tapescripton page 102. c Explain the task and go through the example with the students. Then divide the class into pairs. Get Student A to ‘turn to page 99 and Student B to close his/her book. Student B should give his/her answers from memory, and. ‘Student A should check them. Get the students to change roles after the first three questions, ‘Student A material (Student's Book page 99) Ask your classmate the questions. Check his/her 1 What was Larry doing when the phone rang? (He was runninga bath 2What id he co then? (He went to answer tand forgot allabout his bath) 3 What was Larry doing when he dropped hisbag? (He ‘wasrunning for the bus) 4 What did he do then? (He missed the bus and was ate for school) 5 What was Larry doing when he collided with another player? (He was playing basketball) 6 What did he do then? (He had to have first aid and couldn't play anymore.) ‘Then get individual students tore-tell Larry's story using both the pictures in the book and the extra information on the tape (ifnecessary play the tape again). Eg Larry hada territleday yesterday. Everything went wrong fr him. Inthe ‘morning he os runing fora bus when he dropped his bag, ‘There were books, papers and pens allover the floor. He missed ‘he bus and was late fo schol. He mised the irs ten minutes ofan important examination. He elt very nervous going into ‘he examination room. ete: Teacher's Book Lesson 17Friday the thirteenth D Focus attention on the pictures and the vocabulary boxes and go through the example with the students. Give the students a few minutes to work out the complete sentences and which sentence goes with which picture, ‘Then getindividual students to supply the answers. Play the tape for confirmation ofthe ansivers. 20 See the tapescript on page 102. Answers ‘Picture l- Heros sninaming i the se wher his shorts el off inthe water. He elt really enberrassed ‘ture 2- He was going down ina it ohen i stopped bekoeen the third end second floor. He lt really scared Picture 3- He as running ina park when a dog attacked him. He felt very angry. ickure 4- He was working on a computer when he pressed the torong button. Hl felt very depressed. Play the tape again and deal with any language difficulties. Point out the phrasal verbs go down, falloff g0 sway (intransitive, ie without an object) and put on (transitive, with an object). Go through the example story with the students. Then get ‘them working in small groups to writea similar story for one of the other three pictures. Make sure thatall situations arebeing dealt with by at least one group. Then get the groups to read out their stories. Ask the class whether anyone has ever been involved in risfortunes such as Larry's flooding the bathroom, missing an examination, getting stuck in alift, bing attacked by a dog, losing a computer programme, etc. If 80, ask them for details about what happened and what they were doing at the time. E Get the students to think of an incidentin the past wien they felt either angry, embarrassed, scared or depressed. Ask one or two students to ecall the incident, prompting ‘them with the questions in the Student sBook, ‘Then get all the students to write thei story, eitherin class orashomework. Language Check 1Past continuous v.past simple Books closed, Write the following sentences on the board and get two volunteers fillin the missing words with the help of the class. Larrytoas in the sea, What he___? He iB ‘What? Hissherts What he 7 He___his shorts sander the water Now dra this diagram on the board, and get another volunteer to fillin the missing wordsin the sentences. jn the son his shorts in the oater. Teacher's Book Lesson 17 Explain thatin these situations (describing scenes and. events inthe past) we use the past continuous to describe Jong, continuous actions (was swinmsing) and the past simple to describe short, completed actions (lof). 2Vocabulary ‘Ask tivo volunteers, with help from the class, to waite up a listofadjectives which describe feelings, eg: wid you fo? —I fet ngry/ depressed enbarrasedscared Pneroous et: Homework Bfrom this lesson Reference GrammarB10 Generation 2000 Workbook] pages 31-32 Further Practice ‘Invention 1: Chain game Bogin by askinga student What were you doing when Ieaxo yowat the station? Explain that the student has to invent an appropriate reply, eg J oas waiting fora friend. Then get this student to ask the next student What were you doing when I 8100 Yo a (in te parla the hospital/near the cinema)? ‘The game continues in this way around the lass. Encourage the students to think of tricky situations where thenextstudent has to be very inventive in his/her reply, eg What were you doing when Tsaw you at the police stationlin the forestfin the School Director's office near te prison! under tirige on the roer/by the ritonylinelon top of the clock tomer? ‘This game can be played asa whole class activity or in. ‘groups. Give minus points to anyone who cannot think of ‘question oran appropriate reply. Atthe end, the student ‘with the least number of minus pointsis the winner, 2 Invention 2:Interruptions Continue the ‘unlucky day’ theme of the lesson by getting thestudents to invent ‘unlucky’ interruptions to things that you were doing during the day. T: Last Sunday sas very bad day for me. Everything went wrong. For example, I cous slesping when... Break off the story and get students to suggest what happened, eg S: You were sleeping when someone knocked on the door. Accept ane of the solstions as the’corzect’ one. T: That's right. [was sleeping when someone Jocked on the door. Wel, I got up and answere the door. It twas only a neighbour eo zoanted to borrow some sugar. Then I ‘went to the bathroom. I oas having a shower when .. Continue ‘with for example: Later that morning I was playing tennis zohen Tuas crossing the road leer Teoas rurening for abus when Troas watching a programmeon TV wher Troas drioing along the road when Troas going fo slep when Atregular intervals get the students to recap the events of the story. &: You were sleeping when someone knacked on the door. You were having a shower when. ‘The game can alsobe played in reverse, iewith the students inventing the background rather than the interruption. T: Someone knocked on the door. Itoas annoying ocause .. 8: You were seeping. T: That's right. [tas sleeping. ‘Ther later, the plone rang. That was also annoying becatse. 8: You were having breakfast. ete.a SE BSE MT) D E Unlucky things often happen to Larry. Look at the pictures. These What about you? things happened to him in the past. Make sentences. Think of an occasion in the past when you felt angry, rons embarrassed, scared or —-ing __ when _. ©, _feltvery/really | depressed. Then write about it. ‘They Use the questions to help you. Example ; 1 How fod we you? / When did 1 He was swinming in the sea when his shorts elo nthe water: He fa 3 Wore you alone or were you "ry emba with someone? —— 3. Where were you? 4 What were you doing and what swim onacomputer it press the wrong button appara he 5 How did you feel? godown inthe sea he attack him He run inalit adog —_falloffin the water ‘Tis happened two | was cyl work ina park his shorts stop between the third and in the town when | nado Fatt second floor hurt but ft very depressed beemse my bie wos had to tke it to repair step. scared angry embarrassed depressed Gi 20 Listen to Larry and check your answers. i 20 Listen again. Then look at the pictures and tell the full story. Example Picture 1 ~ This happened when Larry was ten. He was swimming in the sea when his shorts fell off in the water. He felt really embarrassed. He had to find his shorts and put them on under the water.mam Stranger than fiction A Can you do any of these things? Can you stop a watch just by holding tin your hand? Can you predict accurately will happan inthe future? Can you know what someones doing when you cant see orheay_| Can you bend a spcon just by tis person? | touching it with one finger? ‘Can you hold pen on 2 piace of paper and not control what the en writes? ‘Some people believe that the three people you are going to read about lesson have extraordinary psychic powers which make it possible to do these things. Look at the two photos in the article about Morgan Robertson and discuss these questions. 11 What do you think is the connection between Morgan Robertson and the Titanic? 2 Do you know what happened to the Titanic? Read Part One and check your ideas. 34 Part One Morgan Robertson In 1898, the American writer, Morgan Robertson, wrote a story called The Wreck of the Titan. In his story, a large passenger ship [i -ap called the Titan sails from England on its maiden voyage to New York. The ship has the very latest technology and everyone on board believes itis unsinkable, A few nights later the Titan hits an iceberg and sinks. Because there you Rabrso (186-195) are not enough lifeboats on the ger The cf Tar ship, many passengers — including many rich and famous people die in the icy water of the North Atlantic. Not many people read The Wreck of the Titan ~ the only unusual thing about the story was that Morgan Robertson claimed that he wrote it in @ psychic trance. Fourteen years later, on April 9th, 1912, a large passenger ship called the Titanic left Southampton England on its maiden voyage to New York. The ship was of the very latest design and it was described as being “unsinkable” by its engineers. Five nights later the Titanic hit an iceberg and sank. There were not enough lifeboats on the ship and 1,513 people ~ including many rich and famous passengers — died in the icy water of the North Atlantic. The Tan (1912)Stranger than fiction 18 Main Practice Points Reading comprehension A Thinking aboutthe topic 'B Reading for general information Scanning for vocabulary DTTrueand false exercise Reading for speciticinformation F Scanning for examples GDiscussion H Experiment Suggested Procedure Leadin Books closed. Write up the title of the lesson - Stranger than Jfietion -on theboard. Ask the students what they ‘understand by this title and, ffnecessazy, explain its meaning. Get the class to speculate about what could be stranger than fiction and what the subject ofthe lesson couldbe. A ‘Books open. Focus on the pictures. Tallcabout each one and discuss the questions with the lass, Get the students tosay whether they think the things are possible ornct. Askifanyone in the class has ever experienced or ‘witnessed anything similar. Askif they believein such, psychic powers. Pethaps carry out one ar two experiments, eg geta student to try to stop a watch justby hholdingitin his/her hand, B . Focus on the two photos in Part One and go through the captions with the students. Then discuss tae two questions with the class. Get the students to ead PartOne silently to check their ideas, then go backto the two questions and discuss them in more detail. Get the students to outline the connection between Morgan Robertson and the Titanicand say whathappened to the Titanic. Teacher's Book Lesson 18a8 Stranger than fictio c Explain the task and get the students toscan the article to ‘Gnd the vocabulazy. This can be done as an individual ‘ask or in pairs. Check theanswers with the whole class, Answers maiden voyage 2Dlatest Bunsinkable 4 feboats iceberg 6 passengers Telaim Bérance Now get the students to paint out similarities between the ship in The Wreck ofthe Titan and the Titanic, egboth the ‘Titan and the Titantc were passenger ships, both were of, the atest design /technology, both were on their maiden voyage from England toNew York ete. Discuss what explanation there could befor these remarkable similarities. Did Morgan Robertson really write his story ina trance? Could he see into the future? Or was itjust coincidence? Ifyou decide to give Part One a third and detailed reading, you could point out the use ofthe present simple tensein the first paragraph. Sometimes called the “aramatic’ use of the present simple itis often used in recounting a story, particularly a fictional story. Contrast itwith the use of the past simple tense to describe the actual story of the Titantcin the second paragraph. ‘Teacher's Book Lesson 18. D Getthe students to ead Part Two silently, and then to answer the true/false questions, working either in pairs or individvally. Check the answers with the whole cass. Answers False 2True 3 False ‘False 5 False 6 True Discuss with the whole class what explanations there ‘could be for Geller’sapparent ability to bend spoons and stop clocks. Askif the students believe itis possible to do these things through the ‘power of the mind’, orare they just magic tridks? Discuss also the similarity of the drawings. Ask: Whigk dracoings are the most similar? Are there any major differences between them? Count the grapes and point out that there are exactly the same number in Geller’s drawing asin the scientist's. Discuss what explanation other than psychic power there could be to account for the similarity in the drawings. IEnecessary, ox desired, carry outa detailed reading, concentrating on vocabulary rather than structures.c ‘Try to find words or phrases in the first paragraph of the article on Morgan Robertson which mean: 1. the first journey on the sea or ocean 2 the most recent, modern 3. impossible to sink 4 small boats carried on a ship and used when the ship sinks 5 alarge piece of ice floating in the sea 6 people who travel on a ship, on a plane, in a car, et. 7. to say something - when we are not sure itis true 8 akind of sleep where you can see and hear things Example 1 maiden voyage Part Two Uri Geller Uri Geller is the most famous modem psychic. He has appeared on television all over the world and millions of people have seen him bend spoons by touching them with just one ‘4 \ finger and stop clocks and watches just by holding them in his hand. Geller claims that he can do these things using the power of the mind. However, many people don’t believe him and an American magician, James Randi, showed a group of scientists that he could do the same things as Geller using simple magic ticks. Geter - Bo in ran 1997 However, in a number of tests Geller proved to scientists that he had another remarkable psychic power. In these tests Geller satin special room where the scientists could see him, but he couldn't see them. AAscientistthen drew pictures and Gller~ who could not see what the Scientist was drawing ~ tried to draw the same pictures. In many of these tests Getler’s, pictures were remarkably similar othe pictures drawn by the scientist. D Read Part Two. Then de sentences are true or false. 1. Uri Geller is dead, 2 Geller says he bends spoons and stops clocks using the power of the mind. 3. Everyone believes him. 4 James Randi tried to do the same things as Geller with magic tricks but failed. 5 Scientists don't believe Geller has any psychic powers. 6 Geller’s drawings were very much the same as the scientist's, Example 1 false whether these he sits ptr 35| Read Part Three and answer these questions 1. Where was Carol Sandelius when she disappeared” 2. Why was Walter Sandelius s0 worried at the end of July? 3 How did Sandalius find out about Gerald Croiset? 4 Where was Sandelius when he telephoned Gerald Croiset for the first time - in Kansas or Utrecht? 5. Why did Croiset tell Sandelius that he needn't worry? What did Croiset predict? Why was Sandalius astonished when he telephoned Grotset for the second time? Part Three Gerald Croiset In Iuly, 1967, a young ‘American woman disappeared from the Kansas City hospital ‘where she was being treated for injuries after a car crash. Her father, Walter Sandeius, a professor of polities at Kansas university, contacted police departments all over the USA but they couldn’t find his daughter By the end of July, Walter Sandelius was a very worried man. Then a friend told him about a Dutch Gal rat (1905190) psychic called Gerald Croiset. Croiset was famous in Europe for helping the police find missing people and solving difficult crimes. Sandelius decided to contact him. Pethaps Croiset could help him find Carol, his missing daughter. He found out Croiset’s telephone number. Croiset lived over 8,000 kilometres away in Utrecht in the Netherlands. Sandelius called him and deseribed his daughter's appearance. Croiset then suid, "Yes, [can see your daughter. She is running across a road and crossing over a bridge. Now I can see her again She is riding in a big red car” “Is she sil alive” asked Sandelis. Yes, don't worry.’ Croiset said, ‘She is alive and you will hear from her in six days. Phone me then and we'll speak again.” Six days later there was still no news of Carol Sandelius went downstairs to telephone Croiset in the Netherlands. As he picked up the phone, he was astonished to see his daughter sitting on the sofa in the living room. 36 F Read about these four kinds of psychic phenomena. Then find examples of them in the three articles. Example ‘Automatic writing - how Morgan Robertson wrote ‘The Wreck of the Titan’ G Discuss these questions with your classmate. 1. Which article do you find the most interesting? Why? 2. Whose powers do you find the most impressive ~ Robertson's, Geller’s, Croiset’s? 3 Is there one article you find less believable than the others? How strong is your extra-sensory perception? With a classmate, carry out the test the scientist used with Uri Geller in the article in Part Two. Student A-Turn round facing away from Student B, Student B - Draw a picture. Think very hard about what you are drawing. Student A Concentrate very hard. Draw a picture. ‘Compare pictures and change roles. Report back to the class. Examples Our drawings were completely diferent. There were some things the same. They were very similarStranger than fiction [IS E F Getthe students to read Part Three silently, Then go ‘Read through the definitions as you go, dealing withany through the questions with thestudentsandgetthemto _Janguage difficulties. Then get the students, either read the passage again, looking for the answers. They can _ individually ori pairs, toscan the articles to find ‘work either in pairs or individually. Checkthe answers examples of each, ~ witewholechs — Ansvers Molino Morgan ale The Wrekot the Tiedt Koss iy Tan Posy Clr stes Hants Bea dprnent lorie USA ha fitifad 2 Capa tow Gla ca fi Cl Sade wedge sl ho Gal bea sptree Sap ihin 3 Ese enarypcaln ow Caled die Poul hw © oa ola he Cel Set ce S Bear ie dager {Pye fou Galeton oranda Stal Sedtiwtoslerfonlsdngherinsciys eich dager wasting hese Sty casino roupsand gett discs thethvequertars Your play icvesrang ofthe Discuss possible explanations, other than psychicpower, three reading passages before doing this. Pe Cosa scloion tinct Aik neko te Iveta anere Carameans tata reambone Hn poe masher hn thetaseand divide the clas ino pi Try to fay Aaklfeecntenainaw afehercanceck netic ear eer vere Sema prteaapal austere ‘Teacher's Book Lesson 18Write a quiz Suggested Procedure A ‘Books open. Explain to the students that they are going to ‘write a quiz abouta topic that interests them, but that first they are going to do the quiz written by Kazen and Mike, Get the students to do the quiz in pairs, writing down their answers, Encourage them to guess the answers i they don’timow. Go round the class dealing with any comprehension difficulties as they do this. ‘Then geta pair ofstudents to give their answers to the questions in Part One. IFany students disagree with the answers, get them to say way. You could get them to give their answers in the form of complete sentences, eg Oneis ‘used in sking: Two is used in ioe hockey. You could introduce ‘thenames ofthe objects here (see Answers below). ‘Then get other pairs of students to give theiz answers to Part Two and Part Three in similar way, getting the dass to discuss any disegreementsand to give any other information they know about the sports mentioned. Deal ‘with any language difficulties as you go along. Answers Fart One 1 Skiing (sk pole) 2oehackey (puck) 3 Table tennis (net clamp) ‘Jalalaipeita (basket) S Lacrosse across stick) 6 Gof tee). Past Two 142.2 Kilometres 2judo 3 Volleyball AInacourt sil 6 Every 4years Pact Three False. The ik sport is rumsing, not king 2 True. 3 Tre. ‘4 False lst for 90 ments 5 False. They can bealsobe gree, ranger pik 6 False They also got mars for styl. Teacher's Book Lesson 19 B Gotthe students to form pairs or small groups to decide ‘ona topic for their quiz. Gozound the classand notedown ‘who is doing what quiz and help groups decide on the subject of their quiz Go through the instructions with the students, painting: ut particularly the types of questions they could indlude {in their quiz: matching words and pictures; multiple choice questions; true and false questions, Getthe students to think of ather types of questions they might ask, eg Yes/No questions, Wh questions, etc. Tellthe students that they should also prepare an answer shest ‘with all the answers to their quiz, Divide the class into pairs. Sill in class, get the pairs to decide what the topic oftheir quiz will beand to ell you. ‘Make sure that thereisa good coverage of topics among ‘the pairs, preferably with no two pairs dealing with the same topic. Give the students.a set amount of time to complete their guizzes. Also explain that you will allow some time ina, later lesson to help with any problems they may have. c After the students have completed their quizzes, st aside hralfa lesson for students to work on them. Get pairs of students to swap their quizzes. After they have written dovm their answers, the pairs should sit together and go through the answers. They could then swap quizzes with adilferent pair, and so on, After the lesson Display the finished quizzes on the dassroam walls, or keep them in folder so that students from other classes can comeand complete them. Keep copies ofthe answer sheets ina separate place so that students can mark their ‘papers when they have completed the quiz.| RNIN ae SSO AER] Write a quizes Aim: To write a quiz about a topic you know a lot about. A In class: Before you write your quiz Work with a classmate. Write the answers to Mike and Karen's iz about sport. Guess if you don’t know. Then compare your answers with your classmates’. Out of class: Write your quiz Work with a classmate. Choose a topic. The topic should be one your classmates know ‘something about. (See the ideas box below.) Then write questions for your quiz. Try to write different types of quiz questions (eg Look at the pictures; Choose the correct answers; Are these sentences true or false?) Make sure you know the answers. Find some pictures to illustrate your quiz. If you can't find the right pictures, make drawings. an, cars, a city/town, a country, famous places, films, games, Iterature, music, TV You need: * Some paper * Glue and scissors * Some coloured pens c In class: Use your quiz ‘Show your quiz to your classmates. Tell them to write the answers. Then give your classmates the answers and tell them any additional information you know. 37na Consolidation == Dh cies and don’t have to (>GR B6, B7) ‘Complete the sentences. Use mustn't, don’t have to or doesn't have to. DEW srccontcontinuoustormenmmeecrsy-~-~*S 1 You ___ eat too many Present continuous for the future (>GR B1) sweats, They'e bad for (0 Larry is going on holiday next weekend. Ask Larry about his your teeth. holiday arrangements. Find his answers on the right. 2 You can pay me the money later You___ pay me Example pe 1 Where are you going? ~ To France. 3. Its Bob's birthday soon, 1 Where/go? No, we're going by car, | We ___ forget to send 2 When/leave? For two weeks. him a cara, 3. go/on your own? \_ Ona camp site, 4 Kate wear a uniform 4 Who/go with? To France. | athe school. She can | 5 go/by plane? Next Saturday. ‘wear what she ikes. 6 Where/stay? No, I'm not 8 You __ lie in the sun for 7 How longigo for? I'm going with my family too long. I's dangerous, (ii) Now write about Larry's holiday arrangements. | Example G Larry is going to France. He's leaving next. Wat (7H BS) What will you do in your life? L Look at these questions, Eliccos) 1 Will you travel a lot in your | Must (>GR B8) life? | | 2 Will you tive in a foreign Think of a way to complete each sentence. Use must... or country? | mustn't 3. Will you get married? 4 Will you have children? Example haven't got any money. | must ask my parents for some, 5 Will you be ich? | or haven't got any money. | must g0 to the bank ‘What do you think? Make , sentences: think Il. or 4 I'mhungry.| 4 My hairis dirty. |_. £ | 2 Itslate. We 5 Ssh! Be quiet! We don’t think I'l... « | 3 You're tied. You 6 I'mreally unfit. |_ Example 1 I think I trave fot in my L Ife. oF I don't think Ii travel a lot in my ite. TF vevetovcnsn _ Complete the sentences. Use the correct form of have to. G.. Example May (GR BA) Paul was ill ast week, so he had to stay (stay) in bed. Does sane have to do (Jane/do) homework for schoo! every evening? Dobeniieiee mer 1 ___ (youre) home early this evening? | Give one or two of your own 2 Mygrandiather ___ (go) into hospital next week ideas using may. 3 |___ (get up) very early yesterday morning. Earle 4 you/wear) glasses when you were a child? 5. Jane can't stay in bed today. She __(go) to school. ater my haan 6 Jane (notigo) to school tomorrow. It's a holiday. tel ct 7 Bob isa posiman, - What time ___(hefstart) work every eal mening Chiidren may not go to school 38General Notes ‘This lesson revises and consolidates the language work, coveredin Lessons 11-19. All the points covered in the exercises here are explained in block B of the Reference (Grammar at the back of the Student's Book (except K).. ‘You may find ituseful to go over these sections of the ‘Reference Grammar with the class either before orafter ‘they do particular exercises. ‘Tne exercises canbe done orally (in class) and/orin swrting (in class or for homework). In class, they couldbe done asa whole class activity or with students working individually or in patrs. Answers A Present continuous for the future a 1 Where are you going?—To France 2. When are you leaving? —Next Saturday. 3 Are yout going on your oon? —No, I'm not 4 Who are you going with? —I'm going with my ft. B Are you going by plane? —No, we're going by car. 6 Where are you staying? — On acamp sit. {7 Hew long are you going for? —For too weeks, “ Larry going to France. He's leving next Saturday. “He ant going om his own; he's going with his fart, ‘They aren’t/He isn't going by plane they rahe’s going by cat. ‘Theyre Pe's staying on a camp sit. They rel He's going for Heo B z Must Example answers ‘LT'ne hungry. must eat somethingfhaoe something to eatfhave asandavich, et. 21's late. We must hurry/get a bus/get a taxi etc. 3 You'retired, You must restavea rest/goto bed early/You ‘mustn't roorkso hard, etc. AMy hair is dirty. Imust wash itfgo tothe haindressersfbuy some shampoo. ‘Sak! Be quiet! Wenrustn't wake the baby/disturb peopletalk during the lesson, et. 6 'nsreally unfit. I must take more exercisefplay more tennis/T smustn’t eat funkfod, et. c Haveto 1 Dosou have tobe home early this evening? 2.My grandfather has ogo nto hospital net week, 23 Lad to getup ery early yesterday morning “4Did vou hoor fo wear glasses when you werea cid? 5 Jane oan stay in bed today. She has fo go toschool. 6 Jane doen’ hae fo goto schoo tomarr. It's olidy. 7 Bobs a postman. ~ What te does he hme ta start work every morning? Consolidation B D ‘Mustw'tand don'thaveto 1 You mustn't ont to many sweets. They re bad for your teth. 2 You can pay me the money later. You don’t hqve to pay me row. 31's Bob’s birthday soon, We mustn't forget to send hime a card ‘4 Katedoesn’t have to wear a uniform at her school. Shecan ‘wear what she kes, 5 You neustn’t Ke in the sun for too long. It's dangerous, E wall LL think I'l travel alt in my life ox I don't think travel a ok in mny ie. 2 [think tte in a foreign country, or I don't think PT ice in ‘foreign country. 3 [think get married. or I don’t think I'l get married, 4 think Ihave children, or I don't think have children. 8 Lthink Tbe rich. or Idan’ hink I'l be rich. Teacher's Book Lesson 20Consolidation B G J Past continuous Tikeand would like Exampleansivers @ 1 Lhurt my fot ohen Tens playing toning forthebus. 1 Would you like 2 dropped my ara when Is taking it out of iy 2 Dogon tte Suet ting ane iin 3 Doyoutle 3 Yflloffladier hn Toes mending the rof picking fruit. 4 Would you te ‘LTourat mye een Fans cooking dtenerightinga ire 5 Would yo ie 51 gotmy cots dirty when Irons working he 6 Doyou ike sgerenlexporng aro house «) My TV Broke denn when Ins eating fou hy ol doo Tm magyar Doyo? questions 23,6) Would you lite? questions (14.5) 4 ; 1 es, woud or No, wou Pastsimple and pastcoatinuous ae lavechalaeee 1 Vitis toas Mick doing her he sm Sue? Hewes walking in 3 Yes Tio, of No, Ton’ fhe park. 4¥e would of No, acu’ What did he do when he saw her? —Hestopped and talked toher, 5 Yes, I~would. ox No, Ixeouldn’t 2 What eas Tina doing when she saw an accident?—Shewoas 6 Yes, do. or No, Idom't taaiting ata bus stop. x Nitti edo sesmtestin Sarin Quagtonwode 3 at were Rertand Fary doing when thircorbrokedown? 1 Howold They weredrivinghome. When What di they do when their car broke down? They wilted 3 Where foe How long i 5 What saith 6 Hower Infinitive and -ing form 7 How tall y 1 Would you lite io goto disc tomerro0? How nc 2'mtired. I must gto bed. 9 What kind 3 Wemuay play tennis tomorrow, 10 Which sport 4 Doyoulite playing corputer games? 11Wio 5 Tomorrow wl be oar end sur. 12Why 6 Rachel wats fobe professional asian one day 13 Whattine Larry tes going the dentist. 14Hcwo 8 Do you have fo go to school an Saturdays? 15 How often 9 Wetometimes go batingmaingsaitng on te rcer 16 Whose 30am yon rel baat? ‘Teacher's Book Lesson 20Past continuous (>GR B9, B10) o Like and would lke (GR B11) You had a bad day yesterday! This is what () Complete the questions: Do you like ..? happened: ‘or Would you lke ...? 1. You hurt your foot 1 to speak perfect English? 2. You dropped your camera. 2 speaking English? 3 You fell off a ladder. 3 being a student? 4 You burt yoursetf, 4 to be famous one day? 5 You got your clothes dirty. 5 to be in a famous pop group? 6 Your TV broke down 6 _ playing computer games? Think of what you were doing when these Gi) Which of these questions mean: (a) Do you things happened. Make sentences. Use the enjoy this, in general? (b) Do you want to do past continuous. ‘this? Example | | Gi) Now answer the questions in (i). Give true I hurt my foot when I was playing tennis. answers. or | hurt my foot when I was running for a bus. Example 1 Yes, | would. or No, ! wouldn't IUD rao rela ancpeoicoiinaove - 2 Yes, | do. of No, I don't, Past simple and past continuous (GR B10) First, read these situations. 1. Mick was walking in the park when he saw an old friend, Sue. When Mick saw Sue, he | K | stopped and talked to her. Question words (Revision) 2 Tina was waiting at a bus top when she saw an What Where Who Why When Whose 7 ident. When Tina saw t conan sal the eociient ene How What time What kind Which sport 3. Bert and Harry were driving home when their How old How tall How much How many car broke down. When their car broke down, How often How long they walked home. Look at the answers and complete the Now eke apd aitenrer: Wat WeeiWere =: Going, questions. Use the question words in the box. when ...? and What did ... do when 1 __are you? I'm 17. Example 2 is your birthday? ~ On 3rd May. 1 What was Mick doing when he saw Sue? - He 3. __~do you live? - In Manchester. was walking inthe park 4 have you lived there? ~ For two years. What adhe do when he saw her? - He 5 _— do you do? ~ I'm a student. stopped and talked to her. 6 _— brothers and sisters have you got? -Ive_ | a! ‘gotone sister. | Il.....cnnuna'| 7 are you? - m1 metre 66, sive and 8 __— do you weigh? - About 58 kilos keane and tng form FAR 83, 84, 58, BT, 9 _— of sports do you like? ~ Football, tennis BR EIN) and got Complete the sentences, Use suitable verbs in 40. ~ do you prefer, tennis or goi?— Tennis. the correct form. 41 Is your favourite tennis player? - André Agassi a ou yal Bes toa deen omomen? 42 do you lke him? ~ Because he's funny 2 I'mtired. Imust___ to bed. 3 Wem 48 do you usually get up? ~ At 7.30. ay ___ tenis tomorrow. Soe ae paine? 44 do you come to school? ~ By bus, 6 wanna aa 18 oo yougo swimming? ~ One or cea 6 Rachel wants a professional musician fen eta baer - Tne, one day. — 7 Lamy hates tothe dentist. 8 Do you have to school on Saturdays? 9 We sometimas go__on the river. 40.Can you a boat?Hope Street 21 Ei The people living in Hope Street have got a lot of problems. Listen to what they say. Find some of the things they talk about in the picture. Example A~6 There aren't enough litter bins so people throw their rubbish on the pavement. — Perenrhintentoem| | ton na (ee | agers, ecnancosang so we cen’ y § Tet sud tea sper Eonhetad rey j rome dar eps. 40 What problems have the people in Hope Street got? Look at the picture again and make a list. There are too many _. There isn't enough There aren't enough __. There isn't anywhere There is too much. There is only one _ Examples There aren't enough liter bins. There are too many cars parked on the pavement.Main Practice Points Grammar ‘Thereis thereare, there should be ‘Too many, too much, not enough Notanywhere io Oulyone Communication CCiticising (There are too many cars parked on the paocment. There aren't enough litter bins.) ‘Making recommendations (There should bean sederground carpark. There should be more litter bins) Vocabulary area bottle bank cycle ane dangerous entertainment ‘graffiti litter bin noise pavement pedestrian pedestrian crossing pollution public fransport rubbish ‘safe sports centre street lighting traffic senderground car park zane Suggested Procedure Leadin Books closed. Preview some of the vocabulary introduced inthis lesson by drawinga ‘word cloud’ on the board. containing the following expressions: ‘Make sure the stuclents understand all the expressions and get them to suggest whata single general context for these words could be (All the words are connected with life in city, problems of ving in acity tc). Then get them to suggest other words toinelude in the word cloud. ‘Thenintroduce enough to much, foo many and should by talking about the area axound the school. Write up on the ‘board: What are the problems i this area? Then ask questions and elicit responses from the students Is there enough public transport here? (Yes, there isNo, there isn't.) Js there too much trafic? (es, there isJNo, there isn’t) Are there toomany cars? (Yes, there are No, there aren't) Should there be more parks? (Yes, thee should No, there shouldn't) ‘Then getincividual students to ask similar questions with other words in the word cloud. Hope Street A ‘Books open. Set the situation by first focusing on the picture of Hope Street. Get the students to deseribe Hope Street and say what they think ofit. Would they like to live ‘here? What are the obvious problems? What arethe good and bad points? ‘Then focus attention on the peoplein the photos and play, the tape, stopping after each person’ utterance for the students tomateh what they say with something in the picture, = See the text in the speech balloons. Answers ‘A-6 There aren't enough lite bins so people tow their rubbish or the pavement 1B-7 There ion'tenough sre ightng and some ofthe lighs in {he doornay ofthe bouses are broken. C.-3 Thereare to mary crs parked onthe pavenents ad pedestrians have fo walk on the road. D-2 There isn't enough public transport inthe ares. ‘B-5 There's too mci nose and tereare too many young people with nothing to do, F-8 There's too mate taficand people drive to as. G-1 Theroion'tanyehereto play. H-4 There's only one smal hop and eoerying ints very expensive. Write the target structures, as below, on the board and get ‘he scents to ead through the speech balloons find examples of them, Write these examples alongside the target structures. too much-+ uncountable noun (rise, trafic) too many + uncountablenoun (crs, young people) fentenough + uncountable nouns (public transport, street Highting) aren't enough + countable nouns (liter bins) . Point out also the structure nat anyeokere fo (play), and get students tomake up more examples, eg There isn't yoke to put your rabbish/park your carfmeet your {friends/cros the roadldo the shopping/ply football B Focus on the picture of Hope Street again and get the students to work in pairs and write downall the problems connected with Hope Street as represented by the numbers in the picture. Answers 1 There isn't anyeohere to play. 2 Thereisn't enough public transport. 3 Therearetoo many cars perked on the pavement, 4 Thereis only one small shop. 5 Theres too much noise. 6 Therearon’t enough litte bins. 7 There isn't enough street lighting. 8 There too much trafic. Teacher's Book Lesson 24.[27] Hope Street c Explain the first partof the task. Emphasise that, having listed the problems of Hope Street, the students are now going to lookat the solutions. Get the students, working either individually orin pairs tofind the proposed. solutionsin the speech balloons in A and toadd them to thelist ofproblems they made in B. Answers 1 There isn'tanyoohere to play. There should bea park. 2 There isn’t encugh public transport. There should bea Tot more buses, 3 There are too many cars parked on the pavement. There should bear underground ear park. 4 Theres only one small shop. There should be a supermarket ‘and more shops. 5 There is fo much noise. There should bea club or act 6 There aren't enough litter bins. There should be more iter Dine 7 There isn't enough strect lighting. There should bea lot more street lights. 8 Theres too much trafic. There should bea pedestrian crossing. Explain the second part ofthe taskand divide the dass {nto pairs. When they have nade their lists call the whale class together and’ get the pairs to vote which three improvements they think are themost important, and ‘why they thinkso. White the top three ideason theboard. D Got the class to agree ona place to talk about. (This activity will be more interesting ifall the pairs or groups consider the same place.) Then read through the examples ‘with the students, and explain any new words in the vocabulary box. Working in pairs or small groups, the students should write down their ideas and then report back to the whole class, Iwill make the report-back more interesting ifal the pairs or groups consider thesame place. E ‘Workingin pairs; get the students tomake notes of what they thinkis wrong with their school and haw it could be improved. Asktwo volunteer students (one for'problems’ and the other for“improvements’)to note down their classmates’ suggestions on the board. Discuss the ideas and then get the students to vote on the three best ideas. Teacher's Book Lesson 24 Language Check There is/are + too mnuch/marcy! not) enough, There should shouldn't (be), There i only one, There isn't anywhere Books closed. Draw the following diagram on the board. Explain that itis the ‘profil’ ofan area ina city. Getthe students to describe the axca, beginning their sentences ‘There islareand There should net enough at angubere| onsthitg T Homework Reference Grammar C1, C2 Generation 2000 Workbook? pages 36-37 Further Practice Invention: complaining abouta holiday Get the students to imagine that they have been ona package holiday ina hotel ata seaside resort Itwasavery bad holiday; the hotel was terrible. The students invent complaints about the hotel and the holiday, using There wasn tfveren’t. Bg: There wasn't enough food. ‘There weren't enough chairs around the swimming pool. ‘There was too much litter onthe beach. ‘There wasn't anywhere f0 goat night ‘There was nly ane lif in the hotel ‘This activity can be done in pairs or small groups, or asa whole class activity. Encourage the students to beas imaginative as possible about their complaints. Asa follow-up, students can be asked to waite letter of complaint tothe travel agency waich arranged the holiday. Refer them to Lesson 5 for the conventions and layout ofa formal business letter.D Think about a place you know which has a lot of problems. What are the problems? What improvements would you recommend? Make true sentences. There are some ideas in the box to help you. Examples There are too many cars. There should be a pedestrian zone. There is too much pollution There isn’t enough entertainment. There is only one good disco. There isn’t anywhere to meet lends after school. bottle bank car car park cinema club cycle lane disco entertainment grafiti litter bin noise park pollution pedestrian crossing pedestrian zone Public transport rubbish shop sports centre street lighting swimming pool traffic tree Is there anything wrong with your school? Work with a ‘classmate, Make notes about the problems and any ideas you have for improving your school. Problems: ‘There are too many students. ‘here isnt anywhere to sit cond relax. There’ only one basketball out, ‘There arert enough books inthe library. Improvements The people in Hope Street want a number of improvements to be There shoud be more classrooms. made in the area where they live. Find their ideas in the texts in A and “There should be more books add them to the problems on the list you made in B. inthe library. ere aren't enough liter bins. There should be mor litter bins. | There arent The council can only afford to pay for three of these improvements. Compare your ideas with your Work with a classmate. Make a list of the three you think are the most _ classmates’. Vote on the best portant. Compare your ideas with the rest of the class. three ideas in the class. atA Work with a classmate. Look at the picture of Mick Malone's office. Are these sentences true or false? Correct the sentences that are false. Example True. False. He was born in Dublin. His office is in Soho, London. He was born in London. He got his licence to be a private investigator in 1991. Mick lives in his office, Mick sleeps on the sofa. He has got eight goldfish. He plays the saxophone. He got a provisional driving licence in 1992. Ei 21 Compare your answers with your ‘classmates’. Then listen to Mick taiking about his life and check your answers. al 21 When did Mick do these things? Listen again. ‘Make notes. @vVOae eH wo 1 when he was 14 He bought his fist sax. He got a provisional driving licence. Mick moved to London from Ireland. He got his licence to be a private investigator. ‘Atriend of his gave him two goldfish He moved out of his flat and came to live in the office. oanens c | Mick Malone's office = Find the questions about Mick's life. Example 1 How long has he been playing the saxophone? in 1990 when he was 14 in 1992 Now make sentences. Example three weeks ago ‘two months ago in 1991 1 He bought his first sax when he was 14. $22 20 Listen to Mick again and check your 42 [inLondon? (playing as a private Rearing investigator? How long @) living joldfish? |[hashe been | | (4) working maker breeding | (tov 7 itv in his office? g the saxophone? Now ask and answer. ‘A: How long has he been__-ing__? pp: Fortwothres__. Since _he was _. Example ‘A: How long has he been playing the saxophone? B: Since he was 14. Listen and check your answers.Mick Malone’s office |22 | Main Practice Points Grammar Present perfect continuous Forand since How long? Communication ‘Talking about duration (How long has he been playing the saxophone? » Since he was 14, I've been living in Barcelona for fifteen years.) Vocabulary be born breed collect goldfish hobby licence musical instrument posteard ‘provisional driving licence saxophone sofa Suggested Procedure Leadin Books closed. Introduce the present perfect continuous by finding out how long students have been doing certain things. Ask, for example: Do you goto disas, Lis? (Yes, Ido.) When did you tart going? Teoo years ago? Three ‘years ago? (About three years ago.) So you've been going to discs for three yous. What about you, Silvia? How long have _you been going to discos? (Since eons 14.) So you've been going to discos for about ko yenrs. Conte with questions ‘another topies which you know the stadentshave been doing for some time (leaming English, coming to this school, watching a certain programme on TV, playing a spart, etc) A . Books open. Focus on the picture and set the scene. Ask ‘questions to draw the stucient's attention to important details in the picture: What ca you se hanging on the wall, next the toletlying on the loorfon the fling cabinetfon ‘Mick Malone's desk? Read through the questions with the class dealing with any language points as you go. Then divide the classinto pairgand get the students to find the answers by looking at the details in the picture. Make sure they understand that they must write the correct version ofthe sentences thatarefalse. Get the pairs to compare their answers with another pair ‘before you ask individual students to supply answers for the rest of the class. Then play the tape for confirmation of the answers, =a See the tapescript on pages 102-108. Answers 1True. 2Faise, Hens born in Dublin, 3 False. He goths licence 1992. True. 7 5 True {6 False, He has got seven goldfish 7 True. 8 False. He got his provisional dreing licence in 1991 B Go through the statements and the phrasesin the vocabulary boxand then tell the students to makenotes as they listen again to the tape, When they have ‘completed the notes, they should write their answvers out §n sentence form, before checking them with the tape. Answers 11 He bought is firsts wohen he ons 14, 2.He got «provisional driving licence in 1981, 3 Mick moved to London from reland in 1990. ‘4 He got his licence tobe a private inoestigntor i 1992, 5A friend of hs gave him tro goldfish too months ago. 6 He moved out ofhis lat and came to live in the office three weeks ago, c Focus on the first example and the three language boxes. Give the students afew minutes to find the questions, then ask individual students toread them out. ‘any student queries the use of has beer loing/ins been ‘working rather than hts Hive has work, explain that while we use the present perfect continuous for situations which are moze temporary and the present perfec simple for situations which are more permanent; egl've been living therefor just afew months, He's altoays lived there, sometimes there is very litle differencein meaning between the two uses (I've been Hving!'ve lived ‘this lt for 0 years.) ‘Then focus attention on the language box and the second example, Divide the cass int pairs and cary out the paiswork. Point out that the ansiversto the questionsare fobe found in the answers to B. Play the tape for condfimmation ofthe answers and if you wish, for repetition. i Answers ‘How long has he bea playing the sexophone?- Since he was 4 2 Flow long has he been learning to drive? - Since 1991. 3 How long has he Been ving in London? - Since 1990, 44 Hoao long has he Been working asa private investigator? - Since 1992, 5 Hono longas he ben breeding goldfish? ~For two months 6 How lng hash een loin in his office? ~ For three wks, Teacher's Book Lesson 22