| i | Y “i 4 > Ni TANG ARSE i PJOY Intermediate a-ae Bookis om a MAPSHOT Intermediate Teacher’s Book Fran Linley Brian Abbs Ingrid Freebairn Chris BarkerPeano Education Limited, Edinburgh Gate, Mev, Essex CW20 IE, England land Asoiaed Companies Yeroughout the Woe wonangman-et.con (© Bran Abs, pid Trea, Copier Barker and Reson Fluction Unicel 2000 All righes esered; 00 porto tis pulcotan may be repeaductt Stored ina retrieval sytem, oc framed in ay farm by oy ‘means, sectroni,eezhoricol phatoopyie,recoriog or athoeme, without De pir written permission af he copyright Ae est published 2000 espe by Anew des nate by Che Paely Set L/L. Sot Rats Sst Pete aly ye. Carale @£ SpA. Mowgua Tse - Turin SAW 0 sg 982 2 Philos “The publshe grants persion forthe photaco prey of those pages ark photacpaabe” acconding wo the fowibg erations. Tidus! purchasers may make caples for thet own une oF for USE hy sdeses they Tach. 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Ler ra eeumstarces may any puto this book be potopied FrBackground to the course The students Contents The teaching situation | Principles behind the course 1 [2 3 4 Capturing students’ attention Holding students’ attention Giving all students the opportunity to achieve success at their own level Encouraging learner independence | Course components Students’ Book | Language Booster Teacher's Book "Glass Cassettes/CDs Test Bonk Video Teaching techniques 2 Repetition and choral practice Pronunciation Questioning patterns Pairwork Groupwork Oral correction Homework and homework correetion Classroom language Sequencing Students’ Book Suggested procedures 1 Photographs Learning goals Listen and read dialogues 2) Useful phrases =Asounsbite & Grammar snapchat 7 Grammar fash 8 Communication 9 Vocabulary 10 Practice 14 Intevaction 12 Listen 13 Read 14 Literature texts. 15 Write 16 Wiiting skils pages 17 Fast rewind 18 The Big Picture 19 Final photostory Songs 2 Study skill 22 Grammar reference Abbreviations used in the Teacher's Book Test 1 (Units 1-8) Test 2 (Units 6-10) Test 3 (Units 11-15) Vest 4 (units 16-20) Photocopiable Tests key Language Booster key Test Book keyContents “The Horse Whisperer’ by Nicholas Evans ‘The Big Picture 2: Education for life (af p.63)lision: sounds 15 J ane 1 f2 Wet do you thik? Be yi ie it? Elision between ‘consonants: windscreen se‘Heat and Dust’ by Ruth Prawer Jhabvala The Big Picture 3: Crime and punishment S/S Consolidation of tanguage and skills vind: Units 18 and 19 Revision ‘Harry’ by Rosemary Timperley The Big Picture 4: Is it sport? AA A, Comslitation of anquage wd sits Final photostory ~ Keep in touchl: page 120 Seng 1 — Vincents page 127 Student B section (Interaction page 122 Song 2 ~ Every breath you take: page 128 Soundbite exercises: page 123 ‘Song 3 - Baby, con {hold you?: page 128 Phrasal verb exercises: page 124 Song 4 ~ You're so vain: page 129+ phot oF an, pleave®Introduction Snapshot Intermediate is a course for teenage students of English as a foreign language. It builds ‘on the three previous levels of the course, Snapshot Starter, Snapshot Elementary and Snapshot Pre~ Intermediate. It has the following component + 9 Students’ Book + a set of two Class Cassettes or two Class CDs * a Language Booster which contains both a Workbook with two-level exercises, and a Grammar Builder with extra grammar reference pages and additional practice exercises ‘* this intesleaved Teacher’s Book + a Test Book + a double video pack Background to the course (The Students») ‘The growing need for English Now that it has become the most widely-used anguage of international communication, knowledge of English has never been as important as it is today, Young people can see its relevance in their present lives, when they listen to pop musi watch cable ar satellite TV, send e-mails or communicate on the Internet. They can also see how valuable it will be in their future lives, whether they g@-an to farther education or into a job, since English és often a requirement for both of these, The appeal of the coursebook There is sometimes a tendency for teenage students to View traditional book leaming as old-fashioned and dull. In order to counteract this, the material which students-use must reflect their world. It must also stimulate them to use English in ways that are useful and relevant. An intermediate-level coursebook not only has to provide students with the language skills for communication and further study, but it also has to be appealing and interactive enough to compete with teenage Magazines, TV, video games and, of course, the Internet. Material for teewage leamers has to present a true and up-to-date picture of the world today, and raise topical issues, both serious and more light-hearted, Progression and revision After several years of learning English, teenage students may alten fcc! a sense af frustration and boredom. Although they have covered a large amount of grammar, they are not always confident about using the language and they still make mistakes. When starting a new coursebook, students nneed to feet that they are learning something new. The teaching material must therefore offer clear progression as well as continuous revision. Preparing for examinations Many students at Intermediate level intend ts take formal examinations in the future, They Uerefore need a gradual introduction to typical examination tasks, such as transformation and multiple-choice ‘question exercises. They also need to expand (heir vocabulary, and to develop the four skills of listening, speaking, reading and writing, through th manipulation of a variety of text types. a oo os 7 (The teaching situation ) Large classes In @ significa number of schools, lange claywes art the norm rather than the exception, Lame lasses make it difficult for teachers to ensure that all students have adequate practice in English and can make significant progress, Multi-level and mixed ability classes Many English classes today are multi-tevel, ‘Members of the class may have studied English for different lengths of time. Classes are invariably also mixed ability: within one class there will be stuconts who acquire the language quite quickly and others wha need much more time to achieve the same level Not enough teaching hours Classes frequently have only two: or three English lessons per week, and it is sometimes difficult for teachers to feel that they are achieving, enough in the time available, They may feet unable ta cover the work a5 thoroughly as they would wish, or to ensure that all students are making progress. Monitoring progress Detailed monttoring of students! progress is increasingly a feature of teaching in schools today. This results in a heavier workload, as teachers have to prepare and mark tests, give assessments and write student profiles. in addition to this, teachers also need to encourage students to take responsibility for their own learning and progress ie ee Taking into account the needs of the students and the characteristics of the teaching situation, four key principles. need to be followed if language Jeaming material is to be effective for teenagers. 1» Capturing students’ attention ‘The design of the course and the topics and issues that it presents must capture the students’ attention and overcome any initial problems with low motivation which they may have,Snapshot achieves this by: © using authentic location photography and magazine articles, © introducing a group of teenage characters with whom students can identify * focussing on situations and emotions which students will recoginise and respond to + presenting real language and expressions which young people use in conversation with each, other + including topics which interest students and expand their knowledge, without patronising. them, 2, Holding students’ attention To sustain their interest and ensure that Learning is effective, the leaming tasks within the course must involve and challenge students both linguistically and intellectually. ‘Snapshot achieves this by: + involving students in the understanding and Jearning of grammar through problem-solving, tasks # providing activities like questionnaires, quizzes and information-gap exercises, which stretch the students’ minds as well as their linguistic skills featuring real-life communicative exchanges which students can put into practice immediately personalising the language which students are learning through open-ended ‘Over to you’ and ‘Discussion’ tasks that allow the students to talk about themsetves and give their own opinions. 3 Giving all students the opportunity to achieve success at their own level In classes where students are of mixed levels and mixed abilities, the course material should make it possible for every student to achieve success at their own level of ability ‘Snapshot achieves this by: © providing two-level exercises in the Language Booster © including regular writing skills activities, roleplays and projects in the Students’ Book which enable both weaker and stronger students 10 express themselves creatively © giving clear presentation of grammar in the Grammar snapshots and Grammar flashes in the Students’ Book, and in the Grammar Builder section of the Language Booster, 4» Encouraging learner independence The material should contain markers and milestones along the way ta enable students to monitor their progress, gain a sense of achievement, and slevelop independent learning strategies. Snapshot achieves this by: © providing clear learning goals so that students, know what their leaming objectives are © offering opportunities far students to monitor their own progress through Fast rewind revision [pages at two-unit intervals throughout the book © encouraging students to assess their own progress through Progress update activities © giving advice on how to study more effectively Uurough a special Study skills Section at the end of the Students’ Book Course components —_ = - Students’ Book) The Students’ Book consists of twenty units divided into four sections of five units. Each section follows a pattern: = ite 1 a biting! Hal o> te has Fast vend Waiting) sis Fost | rewind Unit Pages > Un popes: resentation aed practi fnew language ‘Wetng sta; Facuson writing a specie text pe Fist rewind: Coal wesiserpeogres check Literature: kis development hae contemparary Tina te eB Pure: en pratice ch dicnin depoy pest mark The following sections are positioned at the end of the Students’ Book: the Student B Interaction exercises, Soundbite tapeseripts, Phrasal verb exercises, Songs, Study skills advice, an extensive Grammar reference section and a unit-by-unit Vocabulary and expressions list. The Language Booster is divided into two parts: * a two-level Workbook * a 60-page Grammar Builder containing Srammar reference pages and extra grammar practice exercises. Tire Workbook section is divided into units which correspond to those in the Students’ Books It gives practice in Grammar. Vacabelary and Communication, as well as providing extensive additional practice in reading and writing. lt has exercises ai two levels: Stay cool (easy) and Ga for it (harder) and has been designed for mixed levelfmixed ability classes with the alan that all students ~ whatever their level within the class - will bbe motivated by doing work in which they are successful, and be challenged to achieve higher goals.Most students will benefit from completing the first level of the Workbook exercises and many will wish to attempt the second. The Workbook section also contains Skills development sections which focus on reading and writing, What's wrong? error correction, spell-check exercises and study skills activities. The Grammar Bullder section, provides extra grammar exercives It also includes reyular grammar reference pases called Grammar highlights. These sve further examples of the grammatical structures ‘which are presented in each unic of the Students’ Book, plus helpful additional notes. The units in the Grammar Builder can be used alongside the Worktwook units, or at 2 later stage for extra revision ‘Teachers will find that the Language Booster is a flexible resource which offers self-access material for students in a wide range of teaching situations, It provides substantial remedial work for slower learners, whilst challenging the more able. It is nat necessary for students to work through all the material, although they can do so if they wish. There is a key to the Language Booster exercises at tive back oF this Teacher's Book. The Teacher's Book contains a general introduction to the principles hehind the course and an outline of general teaching techniques. This is follawed by ‘unit-by-unit lesson notes, interleaved with the relevant Students’ Book pages. The notes include suggestions on how fo handle the material, answer keys to the practice exercises and ideas for Extra activities stich as games. Follow-up sections give suggestions for extra language practice linked to the exercises in the Students! Book. At appropriate places in the lesson notes, an Alternative Procedure is suggested for a different way of presenting language to students, ‘Tapescripts not appearing on the Students’ Book ages are provided at the back of the book, Also provided are Photocopiable Tests for use after every five units, a key t6 the Photocopiable Tesis, a key to the Language Booster exercises and a key to the separate Test Book, In addition there is an alphabetical list of Vocabulary and expressions ‘with phonetic transcriptions, The Class Cassettes/CDs contain all the recorded material from the Students’ Book: the dialogues, the Useful phrases, the Soundbite speechwork exercises. the scripted and authentic listening passages, the Final photostory, and the songs. teachers to keep a thorough and regular check on their students" progress throughout the year. A double video pack accompanies the Intermediate level of the course. The pack contains The Challenge, a drama, and Real Lives, four documentary sequences. The Challenge follows the story of a group of young volunteers on att adventure weekend, whilst Real Lives Features documentary interviews with people from the world of rock music, entertainment, sport and tourism. ‘There is a separate Workbook to accompany these videos. Teaching techniqu The suggestions for general teaching techniques ‘hat follow are for teachers to refer tO as appropriate, The cholee of techniques will depend oon individual classtoom situations and the preferred teaching style. Experienced teachers may Wish to go directly to the Suggested procedures on page xi for guidance on how to teach the specific features of the course. Alternatively, they may go directly to the unit-by-tinit lesson motes starting on page T9, 1, Repetition and choral practice Repetition will help to retnforce a sound or structural pattern, and repeating chorally can help students gain confidence before they are asked to perform individually. Different patterns for choral work are: + whole class + half the class at a time + vertical or horizontal rows © groups + individuals. 2» Pronunciation As well as doing the Soundbite exercises, students ‘can benefit from extra practice fn pronunciation, stress and intoriation. A good way of doing this is to use the technique of backthaining, in which students repeat an utterance — usually a sentence in arts, starting from the end and building up to the complete utterance, eg. Say after me cverybady: sit here? mind fF sit here? .. Do you mind I sit here? The key to effective backchaining is ta keep the intonation consistent, 3> Questioning patterns In any teaching repertoire itis important to by up a Sequence of question and answer patterns, One sequence might be: + Teacher to self (TT) = Teauhies tu suudens (F-3) + Student to teacher (ST) + Student to student (S-S) + Student 1 to Student 2 to Student 3, ete. in a chain (S1-S2-S3), 4> Pairwork Many of the exercises in Snapshot arc designed so that students can work in pairs, siraultancously.‘This means that students" talking time is increased dramatically and extensive practice can be done by all students in a short space of time. Students can work in closed pairs (side-by-side, talking to each ther) or open pairs (side-by-side, talking in front Of the rest of the class). Some patterns are; + Aw B side-by-side ‘+ AcA B-B (pairs tum round and face the pair behind them) © A-B-B-A (pairs turn round and talk across to each other} * Random pairs across the class. 5» Groupwork For certain kinds of activities, eg. roleplays, discussions, questionnaires, task-based activities, and projects, students can work in groups. Groups can provide an opportunity for shyer students ta talk more informally and are valuable educationally as a way of encouraging cooperation and confidence building. Brainstorming This technique Is particularly useful far vocabulary cor topic work, Students should think of ideas for vocabulary in groups, the groups can then pool as and! a class list can be put on the board. Forming groups Different ways of forming groups can be decided by: * position in the classroom (one pair can turn around and form a group with the pair sitting behind) + alphabetical order of names (all those with ‘names beginning with the letters A to Din one sroup etch + dates of birthday all those with birthdays in eg. January to March, in one group) + colour or type of clothes fall those wearing blue/black jeans in one group). Working in groups It is useful to follow these procedures when setting, up proupwark: * give elear instructions and make sure that students have understood them + ask students (0 appoint a group reporter if the activity requires it + seta time limit for the task and warn students a minute or so before the time is up * when the groupwork is in progress, withdraw and monitor unobtrusively + contribute only when necessary * take note of students’ errors for a later feedback session, ‘Cross-group reporting ‘One way of maximising student participation in Eraupwork is to use cross-group reporting. Put students in pairs first to produce ideasfinformation, ‘Then regroup the pairs so that each student is put with 2 mew partner to exchange information. This technique can alsa be used am a larger scale by Dutting students into groups of three of more and then regrouping them so that the new groups consist of a representative from each of the original Eroups. Members of the new groups report what ‘was said in the original groups. 6> Oral correction ‘There are no fixed rules for oral correction. At the controlled practice stage, where emphasis is on accuracy, correction can be immediate, but not amid-specch, In conversations and group activities, where the emphasis is on successful communication, students should not be interrupted during their work. The teacher should moniter unobtrusively, making a note of mistakes 1o be ‘dealt with later, This can be done in several ways: © by discussing general mistakes witch the whole class * by highlighting mistakes from individual students, collating them on the board and then dealing with them systematically + by referring students to the relevant section in the Grammar Builder, 7 Homework and homework correction For homework, it is envisaged that teachers will set tasks from the Students’ Book, and exercises from the relevant unit in the Language Booster. There are also extra suggestions for homework in the Teacher's Book lesson notes. If open-ended writing tasks are set for homework, it is a good idea to prepare them in class beforchand by giving students help with any new vocabulary or expisssivioy whit may be necueU, Homework can be corrected in the following ways: # exercises can be checked orally in class # studemts can correct their own ar their partner's work with the aid of a (photocopied) key * written paragraphs and compositions can be Corrected by the whole class, Ask a few students to read out their work to the class, The other students listen, nate the mistakes, and help 0 comect them * select an individual student's work and write it ‘on the board for the class to correct together + mark compositions by using symbols which the students know and understand (see the Write section on page avi). Students can then think about their mistakes and work out the correction for themselves, 8» Classroom language Classroom instructions ‘Look at this. ‘Listen and say/repeat after me Say it again. Listen to this/the dialogue, ‘Open/Close your books. Read this/the text silently. Read it aloud,‘Ask and answer in pairs. Fill in the chart. Puta tick in the right column, Write the answers in your notebooks, Come to the front, ‘Act the conversation. Sit next to (Marco). Copy this into your notebooks. Leam this by heart. Do (Exercise 5) for homework, Spell it. Make two teams. Work in pairs/groups of three, Change parts. Work on your own, Feedback and encouragement Good,/Very good. Well done! Excellent. That’s right/not quite right, Try again Discipline Work quictly, please, Speak English, please. Don't speak (Spanish Don't lack at the dialogue. Be quiet, please. No talking, Stand up/ it dawn, please. 9 Sequencing The teaching sequence suggested in the detailed lesson notes follows the order of presentation in the Students’ Book. However, many teachers will prefer to adapt the order to suit their own situation. For ‘example, the dialogues can be presented afier the main language work has been completed. Students’ Book Suggested procedures 1 Learning goals ‘The Leaming goals highlight the main points of Grammar, Vocabulary and Communication in a unit, They are designed to make students aware of the language they are going to learn and thus to enenurage learner independence. Discussion of the Learning goals may be conducted largely in LI this is most appropriate. Suggested procedure © Highlight the grammar points, comparing them with the Lif necessary, Refer students to the word groups listed in the Vocabulary section, e.g. Family members (Unit 1) and ask which words they would expect to occur in the unit, Elicit or remind students of the words they already know, xi * Draw students’ attention to the items in the Communication section, e.g. Starting and ‘maintaining a conversation (Unit 1, Exercise 13). In LLif necessary, ask what they would want «0 say in the same situations. # When students have completed the unit, refer them back to the Learning goals, including the Grammar section, and ask ther to give examples for each of the goals listed. 2) Photographs ‘The photographs are an important teaching resource. They can be used for scene-seiting, revision, prediction, roleplay and james 2 woll ac for presenting new language, Suggested questions Tor exploiting the photographs occur throughout the lesson notes. As well as prompting oral work, the photographs allow students to make cultural Comparisons between their own country and Britain, 3) (£2) Listen and read dialogues The dialogues in Snapshot develop the storyline, and present new structures and functions it context. It is advisable tm check sgeneral comprebension of the dialogue First, without requiring students to use the particular structures in focus. Later on in the lesson, once the students are familiar with the grammar, further comprehension questions which require specific use of the new grammar can be asked, ‘The following guidelines are For kandline dialogues in general. Suggestions for using specific dialogues ae given in the lessor’ notes, Suggested procedure Before you play the dialogue * Check the lesson notes for dialogue-specific notes, suggestions for exploiting the picture and Background notes. * Use the Picture exploitation suggestions in the lesson notes to ask about the photographs. After the first lesson, revise what the students know about the characters’ names, ages and roles in the story. You can also ask what the characters are doing what they [ook like and what they are wearing. In later units ask what has happened in the siory so far + Ask one or tyro focus questions of your own, eg. Unit 2, B11: Where has Mart left his motorbike? Who is lan? to prepare students and fo encourage theta to listen Tor gis! when You. play the dialogue far the fret rime * Present any vocabulary and expressions that you think the students may have problems with While you play the dialogue * Ask students to close their books while you play or read the dialogue aloud, After you have Played it through once, check the answers ta your focus questions. * Students open their books and look at the comprehension questions,* Play the dialogue a second time without stopping. * Check the answers to the comprehension questions. = Fiay the dialogue a third time, stopping at intervals to clarify, if necessary, and to explain the meaning of any Useful phrases (see below). Explain in L1 any cultural points which may arise from the Background notes. * Ifyou wish, play the dialogue again, pausing the tape for students to listen and repeat chorally and individually. + Ask students to read the dialogue aloud, in pairs, ‘or groups. One or two can be chosen to perform it in front of the class, + To help students memorise all or part of the dialogue, write it on the board with some gaps. ‘See how much they can remember without looking at the dialogue in their books. Continue progressively, making more gaps, until students can recite the dialogue from memory. This is an especially useful technique for gecting students ‘to memorise the Useful phrases. 4> (++) Useful phrases The Useful phrases are a list of colloquial words and expressions selected from the dialogue for students to leam as fixed items, Suggested procedure * Check that students understand the meaning of the expressions, by eliciting a translation in their own language. @ Play the tape and ask students to repeat the phrases chorally and individually, with special attention to pronunciation, stress and intonation. = Keep a list of the Useful phrases presented uring the course so that you can use them yourself and revise them at regular intervals. 5> \22) Soundbite ‘The Soundbite exercises isolate and practise certain features of spoken language like sound elision, word/sentence stress and intonation patterns. The items selected for each unit occur naturally in the language practice work in the unit Suggested procedure © Refer students back to the contexts in which the speech items oceur. Isolate and highlight the sound pattern in focus, exaggerating stightly the stressed syllables to illustrate word and sentence stress, and drawing intonation curves as necessary to illustrate intonation patterns. ‘+ Play the relevant Soundbite section of the tape and ask students to repeat the words or sentences. Check to see if there are any special tips included in the lesson notes. * Make up similar examples of your own but avoid introducing too much new vocabulary. 67 Grammar snapshot The Grammar snapshots focus on the main grammar points of a unit and are presented in clear xxi boxes for easy access and understanding by the student. They are used for the presentation of the major grammatical items, e.g. the passive forms. Most Grammar snapshots include a discovery activity iim the form of questions or a Make a rule task, to encourage students to draw their own conclusions about the grammar, For more detailed. rates on the usage of each grammatical paint, students are referred to the Grammar reference section at the end of the book (sce Grammar reference below). At Intermediate level, the Grammar snapshots arc always closely followed by Practice exercises. The hoasic verb tenses are recycled from previous levels and are presented in contrast, e.g. present simple and present continuous in Unit 1 Some teachers may wish to start a unit with the main grammar point and then mave back to the dialogue. This may be suitable on some occasions, ‘but as a general rule students may be demotivated if lessons always begin with grammar. I ie suggested that Grammar snapshots are most effectively used after the presentation and comtexturalisation of the new grammar through @ dialogue oF text. On occasions, itis also possible to postpone detailed study of the Grammar snapshot tantil the end of the wi Suggested procedure * Present the sentences and, if necessary, remind students of the context (dialogue or text) in which they occurred, © Ask students to think about the grammar rule or rules involved, inviting, comparison with LL Point out any particular difficulties which you know your students will encounter. ‘© Ask students to answer any questions in the Grammar snapshot box andjor to complete the Make a rule task. © Refer students back to the dialogue or presentation text to find more examples of the relevant structures, or produce more examples of your own, «Remind students that they ean find detailed usage notes in the Grammar reference at the back of the Students’ Book. 7) Grammar flash ‘The Grammar flashes introduce other grammar points in a concise way. They are usually contextualised in shart sentences. Note that some Grammar flashes also refer to the detailed notes on usage in the Giaminar reference section, Suggested procedure + Remind students of the context (dialogue or text) in which the grammar was presented. ‘© Ask students fo cturly the example. them stieit the rule, inviting comparison with their own language. © Give further practice, if appropriate, of the point {in question using the students themselves and the classroom environment.* Move on to the practice material (the Practice exercise or the Communication activity) immediately. (2+) Communication There are three types of Communication section: the first type presenis common situations like Starting and maintaining a conversation (Unit 4) or Shopping for clothes (Unit 6), which involve a mixed sequence of functions. The second type presents interpersonal functions like Asking permission (Unit 2) or Giving invitations (Unit 4). ‘The third type presents the grammar from the unit in a communicative context, e.g. Giving advice should(n't}/ought (n't)to/had better (not) (Unit 7), Suggested procedure + Explain the communicative function or range of functions which are to be practised, comparing with LI if necessary. © Play the tape of cach section in turn, stopping the tape if necessary to comment on any points of usage (see lesson notes) + Practise the sentences in each section chorally. IF necessary, stop the tape and use backchaining to help students with rhythm and intonation. + Ask students to practise sets of exchanges so that they can practise the range of functions, making sure that the response is appropriate ta the opening remark or question. + Ask students to perform the accompanying task. This activity is hest done orally in pairs or groups, so that teachers can monitor the pronunciation and intonation. Some teachers may alsa like students to Write the conversation after the oral practice. 9 Vocabulary ‘There are three different kinds of vocabulary groups presented in this book: (i) lexical sets, eg. Unit 2, Travel, (ii) word building, eg. Unit 3, Word building from verbs of emotion: amaze, amazing, amazed, ‘amazement ‘iil) phrasal verbs, e.g. Unit 2, Phrasal verbs with 40. The vocabulary is always accompanied by an ‘exercise or task to test comprehension, Classroom techniques for presenting new words at the intermediate level can include: * simple explanations and paraphrasing in English ‘+ explanations in the L1 or translation of certain words * usc of dictionaries * eliciting items from the students themselves. “The choice of technique will depend on the type of word or expression. It is essential to keep a regular check on new vocabulary so that it is recycled as often as possible. Students may like to keep a small notebook to record and memorise new vocabulary, using the techniques suggested in the Study skills section in the Students’ Book. xiv 10° Practice The language focus sections (Grammar snapshots and Grammar flashes) are usually followed by Practice exercises, These are generally controlled and emphasise accuracy. 11) Interaction Interaction exercises are information-gap tasks which require students to work in pairs, The information for one half of the pair (Student A) is given at the appropriate place in the unit. The information for the other half of the pair (Student B) Is In a special section on page 122 at the back of the Students’ Book. The page mumber is always referred to in each Interaction exercise. The alm af these exercises is to provide realistic practice of the language in focus, by giving incomplete information to cach half of the pair of students. They have to complete the information by: asking relevant questions. Practice of the language point im focus may occur in the question, the answer, or in both. The emphasis however should be an the outcome, the successful completion of the task by both halves of the pair. Suggested procedure + Divide students into pairs. Identify a Student A and a Student B in each pair. (Make sure these pairs are changed frequently during the year to avoid boredom or frustration.) * Tell Student As to look at the relevant exercise. Tell Student Bs to turn to the relevant page at the back of the Students’ Book. + Emphasise that students must not show their respective texts or charts to each other, or there will be no point to the exercise. To avoid this, group Student As and Student Bs separately at this preparation stage, so that each group can, collaborate on any problems or difficulties. * Students read the instructions and their part of the information. Go round and help quietly with any difficult words. "© Show how the exercise works by taking the part ‘of Student A yourself and selecting a good Student B to work with you. ‘* Give an example of a couple of exchanges and demonstrate that students should note down the missing information, * Point out that it is essential the students ask a question to obtain the required information ‘They should not just pause and wait for their partner to supply the missing information unprompted, * Allow tine in early unite for octting up an Interaction exercise. Once students are familiar with the routines, the exercise will take less time 40 conduct. * Teachers may like to go round monitoring the pairs and taking note of any special or recurring errors, to raise with the class afterwards.12> 2) Listen ‘There are two types of listening texts in Snapshot Intermediate, scripted and authentic. The scripted texts are specially written to include the structures: and functions in Focus. They include the sort of listening contexts in which native speakers might be involved in the course of their daily lives. They might include, for example, a telephone conversation, @ radio interview, a commercial or an extract from a radio panel discussion, The listening, texts are accompanied by a simple task such as completing a chart, answering comprehension questions or interpreting pictures. ‘The authentic listening texts are usually interviews or discussi \s. These are important as they challenge students with the flow and rhythm of natural speech and encourage them to listen for gist rather than to listen at word level. Authentic interviews and iscussions occur in Units 2, 4, 6, 8, 9, 14, 16, 17 and 19, Tapeseripts forall the listening material which docs not appear in full on the SB pages are printed at the back of this Teacher's Book. Suggested procedure Refer to the lesson notes for any special suggestions for pre-listening work. Sect the context of the Jistening text. Ask questions to generate interest. Refer to the task and make sure that the students understand what they have to do. Present selected key words and expressions as suggested in the lesson notes. Sct a few simple comprehension questions to focus the students’ listening and then play the tape for them to grasp the general meaning. Play the tape again, stopping at key points for students to complete the task, Check the answers to the task. Replay parts of the tape if necessary. 13> Read The reading texts in Snapshot Intermediate are varied in type and length. They are adapted from a wide variety of authentic sources such as newspapers, magazine articles and works of fiction (sce Literature texts below). They are accompanied by exercises to give students opportunities for prediction and discus mn as well as comprehension, ‘The following gencral suggestions apply to all of the reading texts, Detailed pre-and post-reading, exercises are suggested in the lividual lesson notes for cach unit. Suggested procedure Ask a few questions to set the context of the reading text, Use any accompanying pictures to help you. Present any new words that are essential to the understanding of the text but restrict these t0 ‘two or three, IF the text is topic-based (eg. Unit 19, Exercise 12), an initial brainstorming activity can be helpful, In which students pool all the words they know ~ which relate to the subject of a text. * Write some questions on the board to focus students’ attention while they are reading the text for the first time. Ask students to read the text silently to themselves, encouraging them to guess the ‘meaning of new words and expressions as they read, These words are sametimes listed after the reading text. LT no vocabulary exercise accompanies the reading, ask students to underline any new words and expressions for later discussion: *# If the reading text is a Literature text from Units 5, 10, 15 or 20, play the tape while students follow the text in thelr books. + Check the answers to the questions which you have written on the board, # Ask students to do the vocabulary exercise and the comprehension task, either individually or in pairs. + Check the ansivers + Ask students to reread the text for homework. 14> (++) Literature texts Units 5, 10, 15 and 20 present adapted extracts from popular writers of different types of fiction, These include a classic ‘period’ adventure thriller set in Scoiland, a romantic human interest story set in the rugged landscape of Montana, USA: a novel about the culture clash of two English wames coming to tems with the people and landscape of Northern India; and a ghost story set in suburban England. The reading texts, which are all recorded, integrate and consolidate the language of the previous four units and provide additional skills practice in reading, lstening, speaking and writing The locenn notes provide detailed suggestions for teaching. ‘Suggested procedure = Find out if the students have heard of either the author or the book. Ask if they have perhaps seen a TV or film version of it, Refer to any Before you read questions either on the page or in the individual lesson notes. * Read the paragraph About the author and the book aloud to the students, glossings words where necessary. # Ask the students to describe the picture and ask them what they think the text is going to be about. * Use any Background notes provided in the individual lesson notes to help set the context of the passage. * To help the students focus their frst reading of the text as you play the tape, write one ar twa simple comprehension questions on the board. * Play the tape as the students follow it in their ‘books. You may like to pause at suitable places to check the answers to your focus questions. Alternatively, play the whole tape withaut stopping and then deal with the questions ‘+ Ask students (0 read the text silently again, noting down any difficult words. Encouragethem to guess the meaning from the context before they check the meaning of the words with {you in their dictionaries, ** Use the individual lesson notes for the remaining exercises, + Encourage students (o read the complete story in abridged versions of the literature extracts, if they are available. 15> Write Writing tasks are provided in each of the main teaching units, They have a twofold purpose: ta consolidate the language in focus (e.g. Unit 1, Ex 14) or to help students to produce specific writing text types (e.g. an e-mail in Unit 4, Ex 12). The writing tasks are frequently linked to reading and use the reading text as 2 model for writing (eg. Unit 9, Ex 8) Suggested procedure + If the topic is new (e-g. Unit 7, Ex 14), set the context of the writing task using accompanying pictures or questions to help you. If the writing task is the last stagte of a sequence of exercises (eg. Uni 6, Ex 14), this stage should not be necessary. Students work in groups to share ideas and any vocabulary and expressions that might be useful for the task. Go round and monitor, giving help where necessary. © Highlight any particular structures and expressions that you want the students to use. © Write @ framework ont the board to help the students with their writing, eg, opening and closing words, introductory phrases or linking words for each paragrap! * IFyou want to set the writing task for homework, plan your lesson so that you can start the task in. class in order to deal with any problems or questions that arise, + Ask students to read carefully through their work, + I students complete the task in class, ask them to exchange their work with their partner for a further, final check. + To correct written work, use symbols to indicate the nature of the error, e.g sp = spelling rammar wo. = word order v= vocabulary P = punctuation, 16> Writing skills pages ‘As well as the integrated writing tasks in the body of the book, there are eight pages devoted specifically to the development of writing skills. These occur after the first and third units in each block of five units, and cover a variety of different text types, such as formal and Informal letters, narrative composition, reports and articles. These are carefully linked to the language syllabus, e.g. informal letter writing follows Unit 1 where the present simple, present continuous and present perfect tenses are the main focus, whilst past narrative composition follows Unit 3 after the past simple, past continuous and past perfect tenses hhave been presented and practised. Most of the writing skills start with a model text unless there is a relevant text model in the preceding unit. The model text is usually accompanied hy a task which focusses on one of three areas: (i) language, ex sentence linkers (Writing skills 5) i) content, eg the development of detail (Writing skills 2, 6) (iii) layout, ¢.g. the layout of formal letters (Writing skills 9) Wherever appropriate, a list of useful phrases and expressions is included. The writing task itself is, always accompanied by a guided paragraph layout. Suggested procedure Ask students to read the model text and complete the task, If there is a madel text in the preceding unit, refer students back to this text for analysis, + Analyse the text to cxemplify the language and 1w highlight the text structure or layout. * Check the answers to the task. Sometimes it involves extended writing (e.g. Writing skills 2, 6), in which case collect the students’ work to mark later, or spend the rest of the lesson checking the work in class with the students. You can continue with the remainder of the unit in a subsequent lesson, © Encourage students to use any sentence linkers and other useful expressions in sentences of their © To help foun ideas, ask the students 10 discuss the content of the Writing task in pairs or small ‘roups. + Draw attention to the guided paragraph notes, If time, construct a joint text on the board with the students contributing different sentences. * Ask students to complete the task for homework. Encourage them to experiment with language and to note down any questions in the margin, ea, Can I also write .. here? 17> Fast rewind ‘The Fast rewind sections are positioned sfter the second and fourth unit of a block of five unit They give students a chance to measure their progress at regular intervals and enable ther to identify areas of difficulty which need extra practice. Each rewind is divided into three parts: Grammar, Vocabulary and Communication. ‘The Grammar and Vocabulary exercises concentrate on accuracy and can be completed in class or for homework. The final Communication tasks are more open-ended and should always be dane in sass so that the teacher can monitor students’ performance. As a follow-up to the Communication tasks, example sentences and conversationalexchanges can be written for homework. Keys to all the exercises are in the relevant lesson notes, Progress updates ‘The Progress updates, which are positioned at the end of the Fast rewind sections, give students an opportunity to assess their own progress overall, based an their perception of their general performance and their answers to the Fast rewind exercises tis important to keep your own record of each students” progress. If students have a weakness in a specific area, they should be referred back to the Grammar reference section at the end of the Students’ Book and the relevant section in the Grammar Builder, 18> The Big Picture ‘The Big Picture section, after every five units of the Students’ Book, gives practice in developing spoken fluency. The sections cover four different themes: leisure activities, education, crime and animal cruelty in sport. The theme of each section is presented by one or more arresting phtographs. A Vocabulary bank of useful words and expressions to help with the tasks is provided. ‘These tasks include questions which ask students to interpret the pictures, then to talk about themselves and to discuss the overall theme. Each section also includes a thematically-linked Roleplay. Roleplays are an excellent way of providing extended fluency practice and encouraging students” confidence. The roleplays provided in The Big Picture sections donot require students to act specific rales, but simply to be themselves in the particular situations. The sequence of activities culminates in a praject, tw give students an opportunity ta produce a piece of creative work based on their own ideas, The projects can be done individually or in pairs or groups, either in class or as homework, Suggested procedure The photograph and the Vocabulary bank + Use the photograph to introduce the theme and generate interest by asking questions. * Use brainstorming techniques to produce words to do with the theme, before looking at the Vocabulary bank. © Refer to the Vocabulary bank and explain the meaning of any new or difficult words and expressions, Roleplay * Divide the students into pairs or groups as suggested in the rub: * Read through the roleplay instructions and set the context, * Distribute the roles, If the roleplay is a meeting (eg. Ex 4, The Big Picture 1), check that there is a discussion leader (the Chair) and a reporter for each group. ‘* Set a realistic time limit and tell the students that they should cover all the items or points of information suggested (e.g. the whole agenda in Ex 4, The Big Picture 1) and must come to a realistic conclusion, + If the roleplay is a meeting. leave time for all the Sroup reporters to give a brief oral summary of their meetings and decisions that were made. + In order to keep all students’ involved in the activity, suggest that they should keep notes of their discussions and decisions in ander to write a brief summary of the discussion, interview, ar meeting at a later stage. * Further suggestions for each roleplay are given, at the relevant section in the specific lesson nates, The project * Show how to begin the project by giving an example of the sort of writing you expect. + Discuss the kind of magazine pictures, photos and realia that students might want (0 include in their work. + Encourage students to make notes first and prepare a rough draft of their written work in their notebooks. + Draw stuilents’ attention to any serious errors and any parts where the written work can usefully be edited, expanded or generally improved. The work does not have to be errar- free, but it should be a piece of writing which students have completed to the best of their ability. © Students then produce finished drafts of their work. If students have produced their work Individually, they ean exchange their work with their parmer for comments. + Students collate their written work and the relevant illustranve material, + Collect and display the projects if possible. 192 Final photostory This features the main characters and encourages students’ prediction skills. Some of the speech bubbles are gapped for students to complete. The photographs in the Final photostory, as with most of the character photographs in the main units, have been taken in various authentic locations in Scotland. They can be used to discuss British life and culture and give students an opportunity (0 make comparisons with {nel OWN lives. Suggested procedure * Use the Before the phorostory and Picture exploitation sections in the lesson notes to discuss the location and revise the story so fax. * Follow the procedure outlined in the specific essum uuteS (UF UNE Tal pRULUMUTY, ON page 7120.20> (++) Songs Students need to relax from time to time. Listening to songs and noting down the words is something, that teenagers frequently do in their own time. At the back of the Students’ Book there are four classic hit songs chasen for thelr timeless appeal and the thematic relevance of their lyrics. The songs, which are included in the recorded material, are exploited in different ways for detailed listening practice, A key is provided in the lesson motes. Each song page can be developed into a complete lesson by following the suggestions in the Songs notes on page T127. 21> Study skills ‘The Study skills section at the end of the Students’ Book presents useful leaming advice in a user~ friendly format, and is designed to help students, become better language learners. It focusses on such things as how to learn grammar, recording and learning new vocabulary, using dictionaries effectively, and all four skills. For example, it offers advice on how to improve fluency in speaking, how to guess the meaning of words in more difficult reading texts, how to tackle authentic listening and how to improve general writing, skills It also has a Useful section on preparation for examinations. There are two ways of approaching this section, ‘Teachers can introduce it generally at the beginning of the course and then refer to it during the course when the need arises. Altematively, teachers can deal with each study skill separately, waiting until the exercise occurs in the Language Booster and then dealing with the point in detail by referring to the Study skills section, 22> Grammar reference ‘There is a comprehensive Grammar reference section at the back of the Students’ Book. It is, ‘cross-referenced to the Grammar snapshots and ‘Grammar flashes to give students a more detailed and thorough understanding of the grammar in cach unit, It provides an ouiline of the general uses of each structure with examples taken from the course. It also includes additional notes on form and usage, This section has the added advantage of encouraging independent learning by giving students access to grammatical information whenever they need it, leis essential to draw attention to this section at the start of the course and show students how to use it, They should learn how to cross-refer ‘whenever there is a Grammar snapshot in a particular unit, For example, the Grammar snapshot in Unit 1 brings together the present simple, present continuous and present perfect tenses and refers the students to the Grammar reference seetion on pages 132 and 133 where the three tenses are presented and explained in more detail As a matter of routine, students should refer to the appropriate Grammar reference section hefore they undertake the exercises in either the Workbook or Grammar Builder sections of the Language Booster. Abbreviations used in the Teacher's Book 1 ‘Teacher 8 Student Ss Students TS Teacher to student S-S Student to student S1-S2_— Student 1 to Student 2 Li Native language SB Students’ Book 1B ‘Teacher's Book OHP — Overhead projector Ex Exercise eg. For example ies That is, ete. Etcetera Pronunciation symbols in the Teacher's Book follow those used in the Lovgman Dictionary of Contemporary EnglishTo accompany Snapshot Intermediate we recommend: LONGMAN Pee pice d DICTIONARY ce weww.longman-elt.com dictionaries See Units 5 and 10 for extracts from The Thirty-Nine Steps and The Horse Whisperer. ‘www.penguinreaders.com1) Before you listen Look at the picture and guess who says the following, Matt ar Kelly, a) Exeuse me. Are you using all your sugar? (Ketly) b) Nee got a Suzuki ¢) I'm going to Edinburgh to see my grandmother. Vm travelling by coach, 4) J usually Visit her once a year. ¢) I'm in a student th f) My father’s Polish group. it I as bor in England, g) We've lived in Birmingham since I was seven. h) Id better go. The coach is waiting to leave. 2) 3 Listen Listen to Matt and Kelly and check your answers to Exercise 1. Then listen again and answer the questios ‘Are Matt and Kelly friends? 2 How docs Kelly siart a conversation with Matt 3 How are Matt and Kelly travelling? 4 Where does Kelly tive? What about Matt? 5 Where is Matt going? Why? What about Kelly? 6 What is Matt's connection with Poland? 7 Does Matt want to keep in touch with Kelly? How do you know?Families icture exploitation © Ss loak at the picture in the SB, Ask Ss to describe Matt and Kelly: How old arc they? What do they look like? Where are they? What are they doing? What kind of peorte do you think they ‘are? Do you think they know cach other? 1) Before you listen = Point out the example in Ex 1. © In pairs, Ss decide who says what. © Elicit some ideas from the whole class. “Answer key b) Matt c) Kelly ob Kelly ©) Matt fVMatt_ g) Matt hb Ketiy 2) 2) Listen * Play the tape for Ss to check their answers to Ex 1. Ss compare their answers in pairs. Check the answers with the whole class. = Ss look at the questions for Ex 2 in the SB. Pre- teach keep in touch. Play the tape again. Ss note their answers and compare in groups of three. Go through the answers with the whole class. Answer key No they haven't met before. 2 She asks him if she can use the sugar | Matt is travelling by motorbike and Kelly is travelling by ccaaeh, 4 Kelly lives in London and Matt lives in Siemingham. 5 Matt is going to Edinburgh to take part ina play. Kelly's going to vist her grandmother. 6 Matt's father is Polish 7 Yes he doc) he gives her iy abil, paws mune Follow-up ‘Ask if any Ss have a moped! or motorbike, and ‘why this means of transport fs popular with teenagers.3) 25) Useful phrases + Play the tape for Ex 3, stopping after each item to explain and practise as necessary. © Play the tape for Ex 2 again. ** In pars Ss roleplay the dialogue from memory, It is not important that they remember it exactly. ‘Ask one or two pairs to repeat thelt dialogue for the whole class. Focus mainly on mistakes made ‘with the Useful Phrases. Alternative procedure Nye Ak Si: Can sou remember who:said these phrases? In pairs, 85 decide who said the phrases. * Play the tape for Ex 2 again, Ss check their answers in paits. Check with the whole cass + Play the tape for Ex 3, stopping after each item to explain and practise as necessary. * In pairs Ss roleplay the dialogue from memory, a in the procedure above, Extra activity: Finding friends © Ask Ss: How did you meet your friends? What is the most unusual way in which you made a friend? Elicit ideas from the whole class, ‘= In pairs Ss discuss your questions. "© Ask a mumber of Ss to report back on thelr partner to the whole class. The class decide on the most unusual eventfeircumstances, Grammar snapshot Present simple and continuous Present perfect simple with for and since ay ‘= In pairs Ss answer the questions in the Grammar snapshot. * Check the answers with the whole class ‘Answer key 1 present continuous 2 present simple present perfect simple 4 present simple by © In groups of three, Ss look at the rules and the tenses in a} and match them. * Go through the answers with the whole class * For initial practice, 5s, in pairs, make sentences about themselves, using! each of the three tenses, ‘Ask several Ss to repeat their sentences to the Whole class and correct as necessary. ‘Answer key 1 routines and habits = present simple 2 temporary current activities ~ prevent contiruaus {3 more peemanent sitvations = present simple ‘events that started in the past and are stil going on | = peesent perfect Alternative presentation * Write on the board They're fiving in London: They five in London; They've lived in London for fen years. Elicit the nantes of the tenses and ‘write them on the board + In small groups, Ss decide the difference in meaning between the sentences * Elicit the answers from the whole class and check the Ss’ understanding of the meaning with the following questions, drawing diagrams on the board as shown below. Thee living in London Dio hey ainays tive in London? (No) ‘Are they ving there forashare tne or Focever? (or short time = temporary current activity) EE past now future Trey live in London Where do they usually ive? (In London ~ more permanent situation.) SS ——— past now future Theyive lived in London for ten years. When id they come to Landon? (Fen years age.) Do they stl live in London? (Yes) 10 years ano ow future years © Follow the iustrucuuns above again, using me examples and questions in the SB, 4) Practice ap © Show Ss the example in the SB and elicit the ‘ext answer from the whole class, + In pairs or groups of three, Ss complete the exercise, * Check the answers with the whole class. Answer key 2'm writing 3 usually visit lives § haven't sten B always get on 7 ve never had Bm enjoying b) * Point out the example in the SR. Remind Ss they scan look back at the Grammar snapshot if necessary. # In pairs, Ss complete the exercise, * Go through the answers with the whole class. Sr ts ‘Answer key 2 has been: since 3 hasn't eaten: since 4 Have you lived: for § hasnt spoken: since 6 ve been married; for3) (22) Useful phrases Listen and repeat. * Go ahead, ‘+ 5 it in your way? © It's OK. Don't worry. '* [I'm going there too] as it happens. Lucky yout '* That's right. * Id better go © Cheers, E Grammar snapshot Prevent simple and continuous Present perfect simple with forand wince 3) Which tenses are used in these sentences? 1 Fm travetting tw coach, 2 I ive in Birmingham, 3 ve lived there for ten vears/since | was seven 4 usually visit her once 2 year 1b) Make rules. Which tense do we use for 1 routines and habits? 2 temporary current activities? 3. more permanent situations? 4 events that started in the past and are stil going on? For notes an usage see pages 137 and 122 4) Practice 2) Complete Kelly's letter with the correct tense. ear Michoite, ‘Sorry | (not/be) haven't been in touch for such «a long tle. | (write)... thia on the coach to Scotland. 'm on my way to Edinburgh to stay with ry grandmother, | (usually/vsit) ... her once a ‘year: She (Ive) *... in a vilage Just outolde Edinburgh | (not/see)'... her since st July 80 01 be fur. | (always /get: on) *... very wel with her: | (haweirover) "1. a holiday on my own without, Mum or Oad before #0 | (enjoy)... the freedom) How sre things with you? Give my love to your uence Ree a b> Complete the sentences with for ar since and the correct form of the verb in brackets. 1 Matt has had o licence for six months. 1 Matt (have) 9 Reames vein month 2 This machine (be) out of order ... Monday. 3 Tom (not/eat) meat ... he was thirteen 4 (you/live) in Britain .. a long time? 5 Tina {not/ speak) to Robin ... they had an arqument. 6 They (be/married) ... about three years.10 ganna 7, temory bank ‘Verbs not normally used in the Family members ‘continuous tenses *aaree be * believe © belong a) What do these words mean? contain * cost ® depend 1 A cousin is the son or doughter of am aunt or uncle Sepect * feel * forget © hate Hcousin 2 nephew stepfather 4 stepbrother ‘* have [= possess) © hear © hope 5 twin sister 6 mother-in-law 7 an only child imagine know tke © look 8 foster parents 9 in-laws love *matter *mean # need * notice grown ® prefer ® realise by Ust all the ather family words thal you know. #0 remember * see seem smell © suppose cy How are the people below related? link (~ believe) @ derstand want wish For notes on usage see page 132, FE 5) Practice 8) Compicte the sentences with the correct tense of the verbs in brackets, 1 What kind of music do you like? 1 What kind of music (you/tike) .. 2 2 | (nat/betieve) ...a word they're saying. 3 Sally (think) .. of getting a new computer. 41 Chate).. sitting at the front in the cinema 5 He (never/remember)... peaple's names. 6 Where Ithey/live} .. naw? 7 Sack’s at the clini. He (see) .. a specialist about his knee. 8 Kirsty (not/realise) .. how lever she is 9 My brother (think) .. 1! don't tike him. ‘by Write five sentences in a present ‘tense using other verbs from the Grammar flath, 8) 22) Listen Listen to an interview with J who talks about her relationship with her stepsister and stepbrother. Find out: 1 her age and family situation. 6 Phrasal verbs Phrasal verbs with get 2 the names and ages of her stepsister and stepbrother | always get.on very well with her 3 what the finde fritating shout her new ctepeteten 4 how she gets on with her stepbrother. Look at page 124 and complete the 5 what she feels about having a stepfamily, exercise,Grammar flash Verbs not normally used in the continuous tenses + With books closed, write ome or two example sentences on the board in the present simple, using verbs from the Grammar flash eg. I hare loud music, She owns a fast car, They nec a new video etc. Do not use verbs where the meaning changes in the continuous. ASK Ss: Can you use these verbs in the ‘continuous? Fo.) + Ask the class to tell you other verbs which are not usually used in the continuous, Ss compare heir ideas In pairs, Elicit some examples, then Ss ssheck their ideas by reading: the Grammar Mash, * Point out the examples of the verbs fin the Note) ‘which can change their meaning when used in the continuous tense. Alternative presentation * Write the following sentences on the board: 1 | am thinking summer isthe best time of year 2 My parents havea hotel in Spain, 3 Carlo is reading 2 good book atthe mament. 4 He's prefering football ta tennis ‘Ask Ss to decide which sentences are correct (2 and 3) and why (Seme verbs are not rormaity uused in the present continuous). Ss discuss in pairs, ‘© Elicit the answers from the whole class and ask the Ss to correct sentences 1 and 4 [think ../He prefers .). Check the tenses used in these. + Continue from the third step in the procedure hove, 5 >) Practice ay * Point out the example in the SB. $s complete the exercise individually, then check answers in pairs. + Go through the answers with the whole class, ‘Ask $s which tense is uscd and why. Ansner key 2 don't believe 3'S thinking 4 hate never remembers Gare they living 7°s seeing 8 doesnt realise 9 thinks be © In pairs, Ss write their sentences. Each 8 should ‘write the sentences ‘+ Change the pairs, so Ss work with somebody. new. They check their sentences together. Monitor and help where necessary. *# Ask as many Ss as possible to read one of t sentences to the class, Carrect as necessary. 6 ) Phrasal verbs Phrasal verbs with get ‘© Show Ss the example in the SB and ask if they know other phrasal verbs with get. Elicit ideas and examples from the whole class. + Ss find page 124 and do the exercise in pal. Go through the answers with the whole class, ‘Answer key 1 get up 2 get together 3 get through get on with 5 get away Get over get on 7) Memory bank Family members ay + Show Ss the example in the SB, in small groups, Ss discuss the meanings of the wards. Elicit the answers from the whole class and ask Ss if there are examples of these words in their own family, b2 "Ask the class: How many offer family words do ‘you knot? Elicit examples, then Ss write as many as they can, They compare their lists in pairs, Ask: Which pair has the most words? That pair reads ‘out their list. Cah the class add more words? oy ‘© Ss discuss the relationships in small groups. Elicit the anewars fri the whale lace Answer key 1 Tom Cruise and Nicale Kidman are husband and wife. 2 Prince Philp is Prince Harry's grandtather, Prince Harry is Prince Philip's graneson. 43 Jamie Lee Curtis is Janet Leigh's daughter. Janet Leigh is Jamie Lee Curtis’ mother, 4 Queen Elizabeth i and Sophie, Countess of Wessex, are in-laws, Sophie, Countess of Wessex is Queen Elizabeth's daughter-in-law and Queen Elizabeth is Sophi's rmothersinslaw. 8 =) Listen + Ask: Is having a stepbrother/sister like having a real brother/sister? Can there be problems? ‘Ss read the questions in the SB and take notes nile you play ULC Lape. THCY CCR UCL answers in pairs. « Play the tape again as a final check. Hlict the ansivers from the whole clas ‘Answer key ] 1 She i514, Her mother got marred inthe summer, so she has a new stepfather. She stays with her real father at weekends. She haa stepsister and 2 stepbrather. 2 Rachel, 16, nd Tab, 13, 4 She speres too long in the bathroom and on the phome 4 She thinks he is O wt they have dierent interests, § She fees itil right but not the same as having areal sister and broth.® Before you read + Write identicol twins on the board and explain the meaning if necessary. Ask the class: Do you know any twins/identical twins? If so, what are they like? Do they have similar personalities? Do they like being twins? Would you like to be a twin? Why?/Why nof? Discuss the questions with the whole class, oF Ss discuss them in small groups and report back to the class. If there are ‘twins in your class encourage them to comment! 9) Read ay + Ask Ss to read the vocabulary in a} and then to read the text and guess the meaning of the words. Ss then discuss the vocabulary in pairs or groups of three, + Check the vocabulary with the whole class, explaining the words and checking pronunciation as necessary. Language note identical [atdenukal —~ exactly the same iiss someone be sad and want tobe ‘with them when you are apart competitive fkampetstiv) = king to win always stubborn Istxbsny = not wanting to change ‘your mind = ever! ‘embarrassing fimbseroun) = making you Feel silly, Yyaur face goes re freak (ftp = somethinglsomeone very strange “spooky Ispackil = sives you 2 strange feeling, like seeing = ghost; weird telepathy utepiy reading other people's thoughts ‘ppendiciis —_Japendasaius! = your appendix Swalen ad you usualy have fo have 2 optration by * Ss read the text again and answer the questions, They check their answers in pairs. * Go through the answers with the whole class. awry | Phy ae suchng at calleg. 2 Because they miss each other. } 4 Becuse they both want te ik at he same tine AMicy webu say conpetive ed sitters | S becuse they wert sesed in dente! coe, Tm had stomach pais at exacy the sam ine. 10) Vocabulary Relationships + Point out we get on nery well in the reading text and chesk that Ss understand it means Greg. and Tim have a good relationship. *+ With books closed! ask the class: Do you know: any other verb phrases connected with relationships? Elicit any that Ss know and write them on the board, explaining as necessary. @ Tell Ss a story incorporating the verk phrases, Pause to elicit/teach each one and ask several Ss to repeat the sentence with the verh phrase for practice, eg. Todd and Sophie first started going Out with eack other last sumever, They got together at her sister's birthday party. They've beew together for sir months sow, At first th {got on extremely avell but soon sone of Todd's habits started t0 get on Sophie's nerves — he played computer games all the time and it nearly drove her mad. In the end, every time they met they ended up arguing with each other, Now tieey've finally broken up and Todd is going owt with Sophie's sister. ‘+ In pairs, Ss retell the story for more practice, You cai put some of the words on the board to help them remember e.g, last summer/birthday partyfsix months etc, ‘Ask the class to tell you the story again. and write it on the board * Tit paiss, Soft die expressions It thie SB under the headings Pasitive/Newiral or Negative. Check the answers with the whole class. Answer key Positve/Neutra: to be together, to get together, to go aut With, 19 gat on with someone, ta vet on Nenative: to argue, ta break up, to dive someone mad, to get on someone's nerves 11} Over to you * Teach/check to conjide in (10 tell your seerets to). = In groups, Ss discuss the questions + Encourage further discussion with the whole class. Follow-up © For homework or in small groups. Ss chnnse three of the verb phrases from Ex 10 and write sentences about themselves. Ask several $s t0 repeat one of thelr sentences (0 the whole class.