| 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.Seeing Double, Greg and Tim, eighteen-year-old twins, talk about their relationship. Grog: Tn ac nave anys been cose — cose en normal thw. | wuposa \wa do compete with each cher but in general we-get on very Wel. Al tha moment were: Cong ew eps regen oraseinleodad weeks. | ‘my beat fie. ts dificult being apart sometmes. ‘Tim: We offen talk on the phone for hours and whon wore thor constant iy because Mnuatwuhate sam bee Wedeneat is : ‘shouting at each other, AS well similar we also have very similar pomcaien oman ae nites aN ‘Tim: Greg and | are very competiive and very stubborn. GROWING UP elu Facps teed spo alco anc agpe eae eterna Grog: It can be qute stresshul being a twin, Sometimes you fel Be a freak. ‘SPOOKY TELEPATHY Greg: once had: ‘when | was at home and Tim was sway. | hag from I Sava ereed enema thas ‘ecacty the time that | had my appendix out ‘Tim: We sometimes have telepathic thoughts but nothing ve has happened, except for the appendbe thing. oe Before you read Would you like te be a twin? Why?/ Why not? 10) Vocabulary Relationships '* to be together © to get together © to argue. © to break up 97 Read to drive someane mad. * to go out with a> Read the article and guess the mesning of these words and phrases. identical * relationship compete with + in general * miss someone * be apart * be together constant Send up © similar «looks * competitive * stubborn s embarrassing * stressful * freak (ni * spooky * telepathy © appendicitis © tast fu) © have {something} out by Answer the questions. 1 What are Greg and Tim doing at the moment? 2 Why are they both a bit unhappy? 3 Why do they get angry when they're together? 4 How ate they alike in personality? 5 Why did they attract attention when they were young? 6 What was strange about Greg's appendicitis? ® to get on with sameone ® to get on = 10 get on someones nerves List each expression under the correct heading. Pasitive/Newtral Nagetion to be together toorgue 117 Over to you ‘Talk sbout these questions, How do you get om with your funnily? Do they do things which get on ‘your nerves? Who do you confide in, members of your family or your friends? nn 12) =) Soundbite Intonation of polite phrases and questions Breuse re. {Look at page 123.) 13> 45) Communication Listen and read, » Starting 2 conversation A; Excuse me. 's this seat free? B: Yes, itis Cillecuse me. ts anyone sitting here? D:No, is free E: Excuse me. Could you pass the salt, please? F Yes sure &: Thanks > Maintaining a conversation re fat? ‘A:Oh, are you? So am as it happens B: Really? That's a coincidence! A: Where do you live? 8: 1 live in London. What/How abou ‘Active in Birmingham ut you? ‘A:Have you got any brothers and si B: Yes, I've got a twin sister and 2 younger brother: > Have you? That's interesting Wat do you do? Are you a student? Yes, | go to sixth form college. Me too/Oh, reaity? What's it Uke? ke doing in your spare time? ike listening to music. don’t fike sports, Neither da | > O> BO 8) Read the conversations above in pairs and find ways of: * starting a conversation. * showing interest * agreeing with people. * returning personal questions. by Imagine you meet sameone in a café for the first time. Roleplay simitar conversations, 14> Write Write a short description of your partner in Exercise 196 based on this description of Matt. 5 ) j \ l Ul Matt Polansky is severeon and comes trom ‘Birmingham, 2 big city me Maiands us AMIy nas ved. sthere since Matt was seven, Mats father is Polish. Mat’ ‘gota younger sister and an older brother. At present he it ‘doing A levels in English, History and Theatre Studies at ‘a sicth farm caltegn ty his spam sma he ine Heteming tn ‘music and riding his motorbike, a Suu, Oe12 (24) Soundbite Intonation of polite phrases and questions The tapescrit Is on SB page 123, * Practise the intonation of the example with the whole class. © Write one or twa of the phrases on the board and practise them in the same way, ensuring Ss stress the correct syllable fe. Hello? Sorry? Are ‘you there?) and that their voices rise 4 litle at the end of cach phrase. * Play the tape, pausing for Ss to practise each phrase. 13/2) Communication + Ss look at the pictures in the SB. Ask Ss; Where are they? What arc they doing? What are they asking about? Elicit answers, from the whole class. ‘© Elicit/teach the three requests in the Starting a conversation section and practise requests and answers across the class, in open pails. * With books closed, ask the class; How can you try to continue the conversation? Elicit ideas. © Play the tape while Ss follow the conversations in their books. a7 +” Ask Ss to find one example of a way of starting a conversation, Elicit the answer from the whole class, + In groups of three, Ss complete the task. * Go through the answers with the whole class. * Play the tape again. Pause after each section and ask two 55 to repeat it to the class. Make sure they are using appropriate stress and intonation. [answer key + See the Starting a conversation section in the $8. Oh, arefhave you? Really? Tha’s interesting, So am |, Me too. Neither do | Whai/How about you? bp * Ss practise their conversation in pairs. They use their notes from a) to help them and ean read the dialogues again as necessary. Ask one or two pairs to set out their conversations for the whole class. Focus on any mistakes in the Communication phrases they are practising. Follow-up + Ask Ss other places they cam meet new people. * In pairs, they choose one of the places and make up their own dialogue, using some of the phrases from Ex 13. Ss can use the situations they discussed in Ex 3, Extra activity, if they wish. + Ask several pairs ta act out their conversation for the whole class. The class guess which place they chose. 14) Write * Ask the class: What do you know about Matt? Elicit ideas. ‘* Ss read the information in the SB. 4+ Ask individual Ss to tell you one piece of new information. Continue until the elace have told you everything they nuw knuw about Mat, + In groups, or for homeworky So write w aimiilar description of (one of) their partses(s) in EX 13 0). Ask some Ss to read their descriptions aloud to) the class. >e- Writing skills 1: Informal letters 1 > Letter layout + Ask Ss: Who do you write letters to? How often? Wien you write to friends or family is it a format or informa! letter? (Informal,) + Ss look at the letter in the SB, In pairs, they decide the correct information. * Go through the answers with the whole class. Point out particularly the position of the address. Answer key Salutation: l= postion 3 Address) = postion 1 Date) = postion 2 Closing phrase: = position Example letter ioe a 3 Hamilton Stet | London, NWS 76E March 6th Dear Alison, Thanks very much for your letter, fn sorry | haven't been in toueh forages, but Ive Rad to work rally hard at school ~ the exams are in two weeks time and f'n realy nervous this time. I was so nice to hear from you andl glad your party went 50 well \ did have 2 weckend off for studing last month ~ ‘Dad insisted | take a break and we all went up into the ‘mountains and id some wating together: Very heathy! ‘But apart from that | haven't done much except wark snd sieep. Pm getting very boring, I'm really Fooking forward to seeing you in the holidays Good luck with your exams! Give my love fo your parents Love fom, Acie 2) Useful expressions * Point out the examples in the SB, In pairs, Ss list the expressions under the correct heading. © Cheek the answers with the whole class, Answer key Startatetter:b) od fi) ®) ) End eletie: bo} ec) g) hn) dm) ob Alternative procedure + Write each expression on a piece of paper. Give cach expression ta a pair/small group of Ss * Write the headings on the board, Ss stick their papers under the correct heading, * Go through the answers with the whole class. 3 Y Writing task Go through the paragraph plans in the SB with the whole class. In pairs, Ss discuss what they will write in their letter, Elicit some examples from the whale class. Ss write thelr lerter in pairs, ar for homework. You can give them a copy of the example letter for Ex 1 to help them, Collect the letters and make notes of a few common mistakes. Write these on the board the next day and see if the class can correet them. If possible display the letters on your class noticeboard, Alternative procedure Jn small groups, Ss write the fst paragraph of the letter. Monitor and help as necessary. $s pass their letter to another group, who write the second paragraph for it Continue with the same procedure for paragraphs 3 and 4, so that for every letter each atagraph is written by a different group. Ask the final groups to read the whole letters to the class. Choose the best ane and display it on ‘your class noticeboard,Writing skills 1: 1) Letter layout Choose the correct item from each list below. ‘Then match it with the correct place on ‘the letter layout. Closing phrase Address 8) Goodbye! 4d} 3 Hamilton Street b) Yours sincerely, London NW6 7GE ©) Love from, €} Hamilton Street 3 London NW6 7GE ) London Date Salutation a) the 6 March W) Dear Miss Alison, h) 6th March/March 6th I) Dear Alison, {) March the 6th m) Alison! J} the sixth of March in) Hi, Allsont 2) Useful expressiuns List the expressions under the two headings. ‘Start a letter End a letter 6) Thanks very much for aj Olwe my love/regurds your fetter. 10 your parents a) Give my love/regards to your parents, b) Thanks very much for your letter, ©) Samy | haven't heen in tasich far agen 4) Good luck next week/with your exams! ©) Hope to see you san. ) Ugot your letter yesterday. 9) Vmust stop naw and catch the post, hy V'm really looking forward to seemq you. i) It seems a long time since 1 last wrote. 4) Keep in touch, Iwas 50 nice to hear from you, 1) Say hello to Laura. ‘m) Well, that's enough for now. nn) I'm sorry | haven't written earlier/recently/ for such a long time. 0) Write soon, 3> Writing task Write an informal fetter to an English-speaking friend, using the cues in the paragraph plan below to help you. Paragraph 1: Start the letter ‘= Thank your friend for his/her tast letter. ** Apologise for not writing back sooner. + Explain briefly why you haven't written. Give news and information # Give current Hewes about yourself, © Mention your family and friends. Paragraph 3: Ask for news © Ack how your friend is getting on. '* Ask about your friend's famity and any other friends you both know. Paragraph 4; End the letter ‘Say that you must end the letter and why. «Give -your regan ti histher rarente Ask him/her to write soon,Last summer a group of English students went with their teacher on a trip to the Himalayas, in Nepal to learn about other cultures and landscapes. To raive money forthe trip the students organised sponsored walks. Karen Jackson. one of the students, kept a diary during the trip. Here are some extracts from the diary. On top ut 77 of the AY OVEN! Day 3 We iett Heathrow Airport in London two ago and took an overnight fight direct to Katmandu in Nepal. We spent yesterday sightseeing. Kat rickshaws and th Te never bees on a trip lke this before aly exeited Day 4 Atiunchtime today we arrived at Pokhara, Nepa's second largest city, and saw the snowy peaks Of the Himalaya fr the fect Wane Wes russes altnoce after a hairaising sochour bus journey along very harrow roads witha lot of Nain hands. 8 parson hs to share th he bus was driver's vw Day 5 We have begun our trok at last. We are at ‘about 900 metres and the weather is warm and humic For lunch we had chips and yak cheese vandwichas, | cht like them very muchl Day 8 Yostorday a tan we had to use ropes to 1ed olong the Fover nae forests of oak until we reached below the Annapurna mo trekking danger, apar you meet a herd ff the side of a ur camp at Tukuche range. The main landslides, is a ‘yak attach’ u have to be careful if because they can push you untaeb Nepal trek> Before you read * Ask the class: Hawe you been on school trips? Where did you go? Did you enjay it? Whyfwhy ‘ol? Elicit ideas from the whole class. + Ask: Where woutd you like 10 go if you could go abroad somewhere? Why? Ss discuss these questions in groups and then report back to the ‘whole class. Encourage brief class discussion, 1) Read ay +” Explain that $s are going to read extracts from a ‘diary of a trek in the Himalayas. * Ss read the text and guess the meaning of the yorabulary in a). They compare their answers in sstoups of three, * Check the vocabulary with the whole class, If Possible, use your own pictures ta help with this. by # Do the first statement with the whole class ay an ‘example, + Tn pairs, $s complete the exercise. They read the text again if they need to check their information, © Go through the answers with the whole class. If ‘there are problems, refer Ss to the part of the ‘text which answers the questions ¢.g. 7 I've used five rolls of film! (Day 15) ‘Answer key 17 2F aT 41 ST oF 7 Extra activity: News report ‘+ In small groups, Ss prepare a short news report about the trip for a local radio station. They should include what they think is the most interesting information, ‘© Ask several groups (0 read their reports to the whole class. + Ask: Are there differences? Why did you choose this information? 2) Phrasal verbs Phrasal verbs with go * Show Ss the example in the SB and ask them if they know any other phrasal verbs using go and preposition. Elicit ideas from the whole class, * Write the phrasal verbs and definitions used in this exercise om the board, jumbling the siefinitions ‘+ In pairs, Ss match the verbs to the correct definition, ‘+ Go through the answers with the whole class (see age 125). * In small groups, Ss complete the exercise on page 125, + Check the answers with the whole class, Answer key Vgoon 2 have gone upfare going up 3 went down Soo away 6 go over 7 90 2) Over to you ** Elicit some ideas from the whole class, then Ss discuss it in small groups. If possible, regroup Ss in larger groups to continue the discussion and reach a decision. ** Ss report back on their decision and reasons to the whole class, Can the whole class agree on a decision? 4 ()) Listen ++ Teach snuggle (you snugile under your duvet when you are cold) and stunning (= amazing, very very good). * 5s read the questions in the SB. Ask: Whar do you think was the most frightening part? Discuss possible answers with the whole class. * Play the tape while $s note their answers. They check in small groups. Play the tape again if + Go through the answers sith the whole class. Explain swing if necessary. Answer key ‘THe went 0 the Himalayas in June last yeas Brive, 3 6,000 metres. 4 When they hat to erossa river on a rope, SA local shepherd helped them, Follow-up + In pairs, Ss write down as many of the aterviewer's questions as they can remember. lay the tape again to help them. ‘© Change the pairs. $8 act out the interview with Raj. They can add questions and inforniation if they like, Ask some pairs to act out their interview for the whole class,Day 11 Yesterday we: went up the mountainside to the township of Muktinath, at 3,600 metres. The thin air there feaves you breathiess. You feel you can't go an. Even tying your bootlaces is difficult. We drank 3 lot of extra fhids to prevent altitude sickness. Day 13 We turned round today and started to descend to Jomosom. As we went down, the oxygen filed our blood again and we seemed to be fhing ad of waking! Day 15 We went back to Pokhara ina small piane yesterday, retracing in 2 few minutes the journey which 100k six days to walk. It was exciting when we flew between the mountain peaks. We arrived in Katmandu this afternoon and we've spent our last few hours shopping. We leave for England tomorrow. We've had the inp of a lifetime, and Fe used five rots of fir! 4 eo y 7 1y Read ay Read the article and guess the meaning of these words * sponsored * rickshow * sandalwood ® pcak © hair-raising * hairpin bend * humid * landslide * black fv) * deme oak © dusty *fiazy * peel (uJ breathless « boatisces * fluid altitude sickness * retrace b) Answer T (true) or F (false) 1 The bus ride was quite frightening, 2 You can get a yak attack fram eating yak cheese ‘sandwiches 3 Some of the local children could speak English 4 The students were very carefull about what they tate and drank. 5 The 6 The ir was difficult to breuthe in Muktinath. jurmey back to Pokhara took she da 7 Karen forgot to take her camera with h 2) Phrasal verbs. Phra L verbs with go You fee! you can't go on. Find more examples of phrasal verbs with ao in the article Look at page 125 and complete the exercise. 3y Over to you Talk about the questions. Would yau enjay going on this sort of trip? Why?/Why not? 4) =) Listen Listen ta Raj describing @ mountain trek and answer the questions. 1 Where and when did he go trekking? 2 How many weeks did he spend walking? 3. How high did they climb? 4 Which part was the most frighteGrammar snapshot Past simple and present perfect simple a) Which tenses are used in these sentences? 1 Atlunchtime today we arrived at Pokhara Wie Saw the Himalayas for the first time. 2 Welve met lots of children 4 Ididn’t tke the sandwiches very much, We have siveady elimabed 100 metres © ve never been on a trp like this before b) Make rules. Wich tense do we use with: 1 expressions whieh refer to Fin hed time, such as yesterday. @ week ago and lastnight 2. words which have a link with the present, suth a6 alreody, yetand just 3 expressions which refer to any time up to tly ewer and reve? For notes an usage see pages 132 and 133. 5y Practice a List each time expression under the correct tense heading. © two years ago just’ © in 1987 last month #50 far * ever dy up until today * for the last three hours * yesterday © since last year # © at two o'clock Past simple Present perfect simple b> Complete the sentences using the past simple 6; Vocabulary * yet or the present perfect simple tense of the verbs. ve had three cup ar today. 1 1 (haved .. three cups of tea so far today. 2 (youjeverisee) ... a yak? 3 Mark (last see) ... Jennifer three days ago. & They lalready/check in) 5 How long ago (1 6 (you/write) ... your diary yet? 7 | Gust/hear) .. about the fir. 8 Their plane fland) 9) We (notspeak) for the flight c busfleave) ...? 6.45 this moming. inglish since we (arrive) 7) Practice Read the paragraph below about a flight to New York. Then write two similar paragraphs about a train journcy and a boat trip. flying so | was very excited when | saw our piane on the runway. We boarded at 6.30 am, and found oui seats, | was lucky because | had @ window seat Th pilot welcomed us over the er and we tookGrammar snapshot Past simple and present perfect simple ay + Elicit the answers from the whole class. Answer key Past simple = 1, 2.4 Prasent perfect = 3,5, 6 bp a ‘* Ss answer the questions in pairs. Go through the answers with the whole class, ‘* Write the sentences and draw the diagrams below ‘on the board t0 help Ss see the differences. the lunehtime now AC Lunchtime we arrived in Pokhara 22 22 —__tI1) —— ‘We've met lots of children, Answer key 1 Pest simple 2 Present perfect simple 2 Present perfect simple Follow-up * Write the following two sentences and time expressions on the board: 1 Wve Been to Los Angeles... 21 went to Los Angeles. 2} quite a few times b) last year. <) three years ago ‘dy and | know it quite well ** Ss, in pairs, decide which expressions can go with each sentence. Check the answers with the whole class: 1= ald) 2 = b) c) 5 ) Practice ap + In pairs or small groups, Ss list the expressions under the correct heading. After they have dane This ask two groups (one for each tense) to write thelr ansmers on the board * Check the answers with the whole class, ‘Answer key Past simple ‘wo veers ago, in 1987, ast month, yesterday, at two cock just, neve, 50 far, ever, vet, Since Iss year. already, up unl ‘otay, fr the ast three hours Present perfect simple by # Look af the example in the SB with the whole lass. Check which tense is used and wy * In patrs Ss complete the sentences. Coinbine palis into groups of four, Ss compare their answers, + Go through the answers with the whole class. Check that 5s understand that questions about specific times are in the past simple (ef. 5). [Answer key 2 Have you ever seen 3 last sa 4-Ve already checked in Sid the bus leave G'ave you written 7 ‘vest heard B landed 9 haven't spoken: reves haven" sok 4 | Extra activity: Biographies + Tell students « brief life history of a famous living person, without saying wha itis eg. He has fought against discrimination all his tie. He went to prison for twenty-cight years for hie polisical beliefs. After his retease in 1990 he participated tn the first demacratic elections tn hhis country and became President in 1904. He has retired from politics now. (Nelson Mandela) ‘© 5s guess wha your mystery person is. ‘For homework they write a similar biography. ‘© In Glass, Ss read their biographies and other Se guess the subject. This can be done as a whale class activity or as a team gam 6 ) Vocabulary Travel © With books closed, elicit some items of travel ‘vocabulary fram the whole class. * ‘Then in groups Ss brainstorm all the travet vocabulary they can remember. Do not go through their lists yet. Ss open their books and look at Ex 6. Divide the ‘lass into five groups. * Each group looks at one of the five columns, group 1 plane, group 2 train etc. Ss discuss the Vocabulary, using their dictionaries where necessary to help them decide tie meaning. They ‘write example sentences for each item e.g. In a Plane E like « window seat so I can see the places we fly over. Trains are divicied into carriages. ete. * Regroup the class in groups of five, one From ‘each original group. Ss explain their vocabulary to each other, using their example sentences. ‘+ With the whole class, check any lexis which was problem for the groups. $s look at their ows arainswwrmed) List axa, Adks Cam yeu wild ny words to those irr the book? 7) Practice ‘+ Ss read the example in the SB. Ask questions 10 ssheck the information eg. Where did they fly 10? What rime did they board the plane? etc. * Divide the class in half, One half will write about a train joumey and one about a boat trip. In small groups, Ss discuss and write, vide the class into pairs, one from each half of the elass (Le. one S wrote about a train journey and the ather about a boat triph, Ss read each ‘other their paragraphs, e8 > Interaction '* Divide the class into As and Bs. Ss find the correct page in their SB, Make sure S$ know what they have to do. ‘* Give $s time to prepare what they will say in small groups, As can plan more questions to ask if Bs need more time to prepare their information, # Regroup the class into pairs: one A with one B, Ss perform the interview in their pairs, As make notes of the information so that they can report back. ‘+ Ask some of the As to report back to the class on their partner, Follow-up ‘Ask some paies to act out their interviews for the Whole class 9 > Write Ss can use the information in Ex 8 as a basis for their writing or can choose to write about a different journey. They should write individually and can do this for homework. Remind Ss to use the vocabulary from Exs 6 and 7. * In class the next day, Ss pass their descriptions around for others to read. Grammar snapshot The definite article and zero article * Write the questions about miles and one or two examples on the board c.g, He's on holiday in the Alps. I usually go home after school, * Ss, in pairs, discuss why the definite article isfis fot used in these examples. Check their ideas with the whole class, Ask: Cam you think of more examples/rules for the definite and zero artictes? Blicit ideas, then Ss in small groups discuss the examples in the SB, + Ss check their ideas with the notes on usage on page 136. © Go through the rules with the whole class and explain any points of difficulty, 10) Practice Point out the example in the SB and explain that for USA it's necessary to use the, * Ss complete the exercise individually, then ‘compare their answers in pairs or small groups. * Check the answers with the whole class. J answer key = =8, Interaction Student B: Turn to page 122 Student Az You are a journalist. Interview Student B about a school trip. Find out: where he/she comes from. 2 where he/she goes to school, 3 where the group went to, 4 how they travelled, ho otyanised the trip. id for the trip, iP. 8 what they’ have done since they returned, 6 how the students 7 the w 9) Write Write @ description of a trip or complicated Journey which you or someone in your Family recently made. Grammar snapshot ‘The definite articte and zero article The definite article 1 She'son a tek The trek tates © 2 They went to the Nethertants ard the USA 3 We saw the Hirulayasithe Pacific cea) the Minsissipp! (Reve 4 We staveo at the Stanart-1a Hara 5 She in the rmoening feeaning 6 Its ane of the coldest places I've ever been to 7 The oun has just come out 8 He piaye the vin vary wal Zero article 1 They went by bus 2 Tr starting sehool university nen weet 3. We ha chip for tunch 4 She studying Geogeaphy/French 5 He plays tennisfeards every day, 6 She lives in Saxon Street in Winchester 7 Knowledge of languages ic important 8 Do you take sugar? 8 | prefer teaching children. Discuss the rules with your teacher. 1 When do-we use the definite article? 2. When do we use no Izero} attcie? For notes on usage see page 136, 10, Practice Complete each sentence with + then mecnecery She hopes to get 0 job in the USA She hopes to get job fn. USA. How old were you when you started ... school? 2 it's w travel book olive ot tly up ow Annaeur 4 My cousin spent the weekend watching ... videos. 5 He never has... breakfast It .. morning, 6 They're staying at ... Plaza Hotel in New York 7 Its hard for... young people ta find .. work. 8 Pd love to 1 world one day. 9. Itwas ... best holiday I've ever had. 10 Manila is the capital of ... Philippines, They artived by tr She learnt to My worst subj yy. plano when she was four. ft at school is... Che istry. 4 Let's play .. cards this evening, 1712> Comprehension Answer the questions. 1 Whore tc torr ctaysng 2 Why | he plesoed? 1 What does Zoe ack Adam? Whi? 4 What dose the aik hur te dot 13 (#2) Sounabite Intonation of polite reassurance —_ Yes. no problem look at page 124) 14> =) Communication > Asking permission May Luse the affice phrne’ Could/Can | leave my bag here? Dao ye dif] take this map? Listen and read Yes. no penlee ure, qn ahead arrived, too, How was your journey? . os Fine, thanks. My motorb/ ‘outside, » Refusing permission + Yes, no problem, Right, let's sart out your accommodation, Matt, here’s the address of your family Thanks, Castle Road, Helen and Bob Can, ay Make conversations for these situations with a partner. Adam: ‘They've got a son called lan who's You are on a train. The door about your age. between compartments is open Matt: Great. Do you mind if | take this map? and it fs quite draughty. Adam: No, not at all. I've got several You are sittluy ust # bs Zoé: May | use the office phone, Adam? aie seat. The sum is shining | promised to phone my boyfriend. through the window. You notice Adam; Vd rather you used the pay phone if that there is a sunblind, that's OK. I's just over there Zot: All right by Now invent your weit situa11) (23) Listen and read '* With books closed, tell Ss that two drama, students, Matt and 208 have just arrived at the theatre in Edinburgh, They are asking the director, Adam, some questions. Ask: What are they asking about? Elicit ideas, Play the tape and elicit the answers to your question from the whole class (Matt's motorbike, the map, Zoé's boyfriend, the office phone}. 12) Comprehension + Ss read the questions in the SB. © Play the Lape again, Ss read the dialogue in Ex I. © In pairs Ss answer the questions. *# Go through the answers with the whole class, ‘Answer key 1 In Castle Rots, with Helen and Bob Car | 2 Because they've got a son who's about his age. | 3 If she con use the office phone. She promised to phone her boyfriend when she arived, | 4 He asts her to use the pay phone Follow-up ** In pairs, Ss write their own short dialogues including some of the phrases from the dialogue. ‘© Ask as many pairs as possible to read their dialogues to the class. Correet as necessary. 13) (24) Soundbite Intonation of polite reassurance ‘The tapescript is om page 123, * Draw Ss" attention to the first example in Ex 11 Ss My motrbie's ausie Ista Hg eve there sana: Yes problem, * Play the tape for Ex 13, pausing for Ss ta practise the phrases * Continue the practice with the whale class, using prompts of your awn e.g: Cant sit here? Could | open the window? 15 my bag in your way? ar | borrow your magazine? ete * Write the prompts on the board (or on cards) pieces of paper) so that Ss can then practise in pass 14) &:) Communication * With books closed, write the three headings (Asking permission, Giving permission, Refusing permission) on the board. Using the map, motorbike, and phone as examples ask Ss; How did the students ask permission? Elicit ideas and ‘write appropriate forms on the board e.g. Da you mind if take ts map? Practise them Daley Tor ood stress and intonation, + Fileit ways of giving and refusing permission in the same way and weite these on the board Practise asking and answering across the (ass + Ask: Do you knew any aeher ways wf taking pevmizsion eta? Blicit ideas, Then 33 LUCCA UNL lists with the SB to see if they have missed any * Remind Ss to refer to the above lists in Ex 14 for ideas. Check $s understand the vocabulary in the situations e.g. draughty, Ss make conversations in pairs, # Check their answers by asking and answering in open pairs across the class, o? «4m pairs, Ss write situations on slips of paper + They pass their paper to another pair, who make “up a conversation © Ask several pairs to repeat their conversations: for the whole lass@ Fast rewind units 1 and 2 = See Introduction for suggestions on using this, section. Answer key Grammar Exercise 1 Dhave 3 is working 4 doesn't have 5 has stayed Gis doing 7 hos just enrolled haven’t been out Exercise 2 ‘visited 2 have you ever met;met 3 saw: haven't seen 4has already left 5 die Sally and Neil get married 6 lve looked; haven't found: did you last use 7 ¥ve just dane; I've bought Exereise 3 2a 3the 4 a San G- 7the Bthe 9a 10- Wthe 12te 13- 14The 15 - Exercise 4 1 She hasn't written to us for three years. 2 She went to the USA a year ago: 3 LRaven't seen him since Christmas. 44 Simon left the office a few minutes ago, 5 He never got over his wife's death, YisTim going out with 2get on with 2 broke up A-geton my nerves § have been toyether Communication Exercise 6 Sxample conversation 1: Excuse me, Could you pass me the water, please? ‘Yes, sure. Here you are, ‘Thanks. Where do you come from? come from Estort in Portugal Oh, do you? How long have you been in Edinburgh? le been here for a week. Oh, really? When did you leave Portugal? (eft home) ten days a : How did you travel to Edinburgh? ‘First | flew to London and then I caught the train. What about you? What are you doing in Edinburgh? A: Tim studying English at a language sehool a Are you? So’am I, as ft happens. How long have you been here? ks Since June. Progress update Units 1 and 2 ® Discuss with 5s the value of monitoring their own progress. * Individually, Ss look back at Units 1 and 2 and sce where they have made progress and which areas they still need to work on. * They discuss their ideas in pairs/small groups and offer advice.17 Choose the correct verbs to complete the text. My orother Steve and his wife Fran ‘ore married/ have ‘been marred for two years and ’ hovefore having an cight-month-old baby. At present Fran.’ is working/has worked for an advertising company but Steve ‘doesn't hrove/Inaving a jot. For the last six months he ‘has stayed/stays at home to look after the buby. At the mament he‘ has done/is doing evening classes in cookery and Fran "Just enrols/hes just enrolled on an Information Technology course. Their problem is that they *dan'.g0 out/haven't been out to have fun for ages! 2, Complete the sentences with the past simple or the present perfect simple form of the verbs in brackets. ‘Arsenal has just bought an taliangoalteeper for Five milion pounds Gust buy) 1 Caroline her stepsister afew months ago. vst) 2 A:_-.you my friend Gerry? lever/meet) 8: Yes |. him last week ata party, (meet) 3 We othe new Star Warsfilm ages ago but we... any films recently. (se not see) 4 A: Can | speat to Liz Stokes, the manager? B: Tm afraid She the office for the day, (already/leavel 5 A: When . Sally and Nei? get married) 8: In May last year 5 A'L. everywhere but 1. it yet. lookjnot fing) B; When .. you .. it? (last/ use) 7 Guess what |. ust/do)?| a mountain bite, (buy) 37 Complete the text with a/on, the ero (zero) atticle. Jan Hals comes from ' the Netheriands. He was bon in ‘Small vilage not far from. city of Rotterdam, He is ‘iow *.. sports trainer with... English footbel cuts He likes fving in... London and in his spare time he goes to ‘Ginema and piays.. guitar in"... band. He starts. work early He gets up at six thiny in ".. morning, and cycles to”... club. don't lke traveling by underground during rush haut. "...erowds are terribie,” says Jan "Apart from that, fein London is great.’ @ Fast rewind units 1 and 2 4y Complete the second sentence sa that it means the same as the first, using the words in brackets. The lst time she spoke to hie was Monday, (since) She hasn't spoken to him since Monday: 1 She tact wrore to uc these ysare aga, (tar She haa WHEE 2 Shale heen in the UE for youn lays She. 3. Hast aw him ot Chiitmas (since) 1... Onrictmas, Simon as ust eT tne OFTICe Va Tew aminuts age ‘Simon 55 He never recovered fom his wifes death (eth He .. hls wife's death, 5) Complete the sentences with the ver phrases in the correct form. "© break up © be together © drive me mad * get on with get on my nerves. ® go out with I nate electronic musi. It drives me mad. 1 Which git. Tim ... now? fs it Jenny, Susie or Jo? 2 Ile our new language assistant. 1. her very well 3 Paul and Geri haven't spoken since they 4 She's always apologising. It's starting to... 5 Harry and Julia. for years and now they're engaged. > Woe in pate. Student A: You have just met Student B at a party in Edinburgh Student B starts a conversation with you. Respond and ask B: ‘where ne/she comes trom. ‘* how long he/she has been in Edinburgh. ‘* when he/she left home. ‘how he/she travelled to Edinburgh. Student B: Start the conversation with Student A Then: * answer A and ask him/her the same questions. * find out what A is doing in Edinburgh.Lucky day? Before you read Do you k anyone who has won a large sum of money? id they win it an ii they co with it? ow ol 30, hi what Learning goals ‘Grammar Past simple, past continuous, past perfect Time clauses with when, white, as, 5 s00n as, before, after Vocabulary Word building from verbs of emotion Dhrnist vert with gem Communication ‘Anmounce ond reapund to yous ana bad rove GLASGOW BOY’S AMAZING WIN Kelvin Dale, eighteen, from Glasgow in Scotland recently won an amazing £1.7 million. He is one of the youngest-ever lottery winners. One ‘Saturday evening, Kelvin and his father were watching the National Lottery on television. When the first three numbers matched his numbers, Kelvin wi thritled. He thought he'd won £ 10. But then the fourth, the fifth and finally the sixth numbers all matched his. "Dad and 1 jumped up and danced round with excitement,’ says Kelvin, who had picked the six winning numbers st randoms. “It waist ag night The next day Kelvin found ut that he had won £1.7 million. His father laughed when Kelvin had to borrow £30 for the coach fare in order to go to London and callect his cheque! He returned home in the back of a stretch limousine But when Kelvin’s mother, Dawn, heard tha naws, cha eas worried. ‘AX soon as The ackpot, Heried. Don’t get me wrong = I don’t w him to give the money hack! Hut it's easter to manage a smaller sum. I'm frightened that people arc goit take advantage of him, His teacher at school was also slightly worried, Of course I'm pleased for Kelvin but 1 don't think right thal one person should be able to win such a sum of money. H seems a bit immoral somehow. Kelvin is starting to adapt to his new life, He can now afford to see his favourite football team, Ran play at home whenever he wants tw. In fact, he's planning to buy himself an exclusive executive box at the ground costing a coo! £30,000! He has also given a Jange sum of money tw give up work because of illness However, the lottery win has also brought its own problems. Si money, Kelvin has received a pile of begging letters fro s, plus davens of letters and phone © ‘wannabe’ girlfriends There are days when I wish everything was back to normal,” says Kelvin. “Of course I like having the money but things will never be the same again.Before you read © Discuss the questions with the whole class, Ifa number of Ss know stories about lottery winners, they tell their stories in groups and another member of the proup reports bash Ww the whole 1) Read a) ‘Check that Ss know how to answer the questions, Te necessary, do the first question. with the whole class as an example. ‘© Im pairs, Ss choose the correct answers, + Go through the answers with the whole class, Answer key td 2e 30) 4b) Sa bp * Ss discuss their answers in small groups, © Check the answers with the whole class, asking Ss to give reasons for their answers. ‘Answer key His father was excited and amused (because Kelvin had to borrow the £30), His mother was worried (because it was a lot of money His teacher was slightly worried (because one persan sould win so much money) Kelvin was very excited at fist. He gave money to his father| but he sometimes wishes for » normal life | Strangers ask him for money. 3.) Vocabulary Word building from verbs of emotion ® Point out the examples in the SB. ‘+ In pairs, Ss complete the chart. * Hlicit the answers from the whole class, paying Particular attention (o spelling and to noun endings. Elicit any alternative adjective or noun forms, such as 7 - fear and 9 ~ pleasant. [Answer key Verb ‘Adjective [Adjective [Noun with -ing_| with ~ed 3 tossurprse | surprising | surprised | surprise 4 toshock | shacking | shocked | shock Stoerite [exiting | acited | excitement & tahorify | horriting | horrified | horror 7 tafrighten | frightening | frightened | fright 8 towory | worrying | worried — | wory 8 tapicese | pleasing | pleased —_| pleasure 4 > Practice ‘+ Point out the example in the SB. In pairs, Ss complete the sentences. © Check the answers with the whole class, Extra activity: Millionaires Ask Ss what they would do with a million pounds, Elicit ideas, then Ss discuss this in Broups of three. ‘© Make three large groups incorporating one § from each of the original groups. The groups decide on five things they all agree to do with the money. © The groups read out their lists to the whole class. Did they agree? Do not focus on correct use of the second conditional in this activity but on the Se ideas 2) Discuss Ask Ss what problems winning the lorery can bring. + In small groups, Ss look at the headlines and decide what the specific problem is in each one. Elicit ideas from the whote class and encourage discussion, Follow-up + In pairs or small groups, Ss roleplay interviews ‘with some of the people in the headlines. * Ask a number of them to repeat their interviews for the whole class. + Ss can write their interviews for homework. Answer key Zescited frightening 4 pleasure 5 frightened 6 hontfied 7 surprise 8 thiled Follow-up ‘+ In pairs or for homework, Ss choose two verbs and write their own sentences for cach of the four forms. Divide the class inta teams. Each teat takes it in Tums to read one of their sentences. Another team says if i is correct. Teams get one point for giving a correct sentence and one point if they can correct a mistake by another team. Make sure each team has the same nusnber of turns at giving sentences and correcting mistakes! + Go over common mistakes with the whole class. 5} Phrasal verbs Phrasal verbs with give * Point out the cxampic in the 5B. In pairs, Ss look for another example in the article * Check with the whole class give up (= stop) work. * Ss look at page 125 and complete the exercise ‘* Go through the answers with the whole class. Answer key T gave up 2 give away 2 give out 4 give; back 5 aire inTy Read 2) Read the article on the left and choose the correct answers, 1 To win the lottery, Kelvin needed to match; a) three numbers. bj the fourth, fifth and sixth numbers, all six numbers. 2 Kelvin's father was amused because: a} it cost Kelvin £30 to get to London. by Kelvin only had €10 to get to London. ¢) Kelvin borrowed money to get to London 3 His mother was worried because: a} he didn't knaw what to do with the money. by he had won so much money. } he wanted to leave school, 4 Kelvin has already given some of his maney to: al a charity. 1b) his father ¢) his football team, 5 One of the problems of winning has been that: a) he has had to give most of it to charity. bi) his friends never ring him anymore. «) strangers ask him for money. b) Say haw the following peaple reacted to Kelvin's win. *his father * his mother © his teacher Kelvin. ® strangers 2> Discuss Look at the headlines about lottery winners. What. do you think are the stories behind the headlines? 3 Vocabulary Word building from verbs of emotion The files had a surprising ending, (adj) When | told him the news, he wax surprised. (af) | had 2 surprise when | opened the 80% [A Complete the chart. rs Ce | ve | Adjech Ce) 4> Practice Complete the sentences with the correct part of speech from the verbs in brackets. 1 She fooked at him in complete amazement. She looked at him in complete... (amaze) He was-so ... he couldn't sleep. (excite) The end of the film was quite .. . (frighten) It gives me great... to introduce our next guest, (please) She hes always becn ... of the dark. {frighten) | was ... to see the damage to his car, (horrify) It was a great .. to see Simon again. (surprise) She was... to get your letter. (thrill) pune esau 5» Phrasal verbs Phrasal verbs with give | don't want him to give the money back. Find another example of a phrasal verb with give in the articte. Look at page 125 and complete the exercise. 2Grammar snapshot Past simple, past continuous, past perfect Time clauses in the past a) Which tenses are used in these sentences? | He was watehing the Notion 2 They jumped up and danced round with excitement 3 He had picked th 4 He found out that he had won ¢1.7 milion, 6) Make rules, Pane eee erenet 4 He le m la few mini | et evens had tack iit in the past p F before/after he heard the new 2 a'background activity at some time in the past Jan event in the past thet happened before another event in the past? | For notes on usage sce page 139, For notes on usage see pages 132 and 133, 6) Practice ‘Complete the story with the correct form of the a ad A strange vanishing act One summer afternoon in New York in 1875, while his wife (prepare) ' wos preparing eines, Mr Levi Gamin (leave) '... his house to buy some tobacca. He (never/return) Sixty years later in 1935, The New York Tienes (print) a story about a man ‘dressed in strange old-fashioned clothes’ who (step) '... in front of ‘car while crossing Times Square. He (die) instantly. The dead man (carry) "... no identification fand there was nothing in his pocket except some old bank notes from the year 1875. The police (have) '.... no idea who the man was or Why he (wear) °.. such strange clothes, until a police officer (decide) ®... to check the missing. persons file for 1875. In the file was & description of Mr Gamin which matched the description of the dead man exactly. It was then, that the questions (begin) " Why (Mr Gamin/disappear) "... in 1875? Haw the/suddenty/turn up) "... in Times Square in 19357 Where (he/be) "... for the past sixty years and why (his appearance/not change) "... ? (Me Gamin/ really/vanish) into thin air or (something unknown/ take) him into. another dimension?Grammar snapshot Past simple, past continuous, past perfect ay ‘+ Elicit the names of the tenses from the whole class: ‘Answer key 1 past continuogs 2 past simple 3 past perfect 4 past simple; past perfect bp ‘+ Wte the following sentences on the boards 1 She cated out to him. He was disappearing withthe many 2 She called out to him but he disappeared with the money 3 She called out to him but he had isappeared with the money. + In groups of three, Ss discuss the differences in meaning between these sentences and answer the questions fn the $B. * Go through the answers with the whole class. Draw diagrams on the board to illustrate the difference in meaning between the sentences. You can draw the diagrams in a different order on the board and ask $s to tell you which sentence they refer to 1 2 3 find ed dented append cae ussoreray Yd be + With books closed, write the frst half of the time clause sentences on the board e.g. We were having dinner when .... The phone rang asiwhileywheen .. etc. ‘© In pairs, Ss decide what tense follows and ‘write a possible ending for the sentences, They then look at the Grammar snapshot to check their answers. * Elicit alternative endings for the sentences from the whote class and check the name of the tense used. 6 ) Practice * Pre-teach 10 vanish and missing person. In pairs, Ss fill in the gaps with the correct Form ‘of the verb. * Go through the answers with the whole class, © Check Ss understand another dimension and encourage discussion: What do you think happened? Answer key Bieft 3 never tetwrned 4 printed 5 steppedhad Stepped 6 died[nad died 7 carred/had earredinas canying Shad 9 was wearinglware TO deciged 11 began 12 had Mr Gamin disappeared 13 did he suddenly tam up 14 hott he been 15 had his appearance not changed 16 Did Mr Garin really \anish/Hed MrGamin relly vanished 17 did something unknown takefhaw something unknown taken® 7) Practice # Discuss the first situation with the whole class Remind Ss to use the languaye forms suggested in the SB, In small groups, $s diseuss the other situations, They should give reasons for their solutions, where possible. * Elicit ideas from the whole class and encourage further discussion. 8) ts) Listen * Play the tape. Ss make notes and check in pairs. Play the tape again if necessary. + Go through the answers with the whole class. ‘Ask: Have you met any famous people? Do you remember what you were doing when something important happened? Elicit answers and comments from the whole class. ‘Answer key Speaker 1) Event: meeting Julia Roberts Activity at the time: shopping in a greengracer's What happened: ran dove the street to get her autograph but she's disappeared Speater 2; Event: Princess Diana's death Activityat the time: helping on & summer camp \What happened: phoned his Mum to tell her 97 Write * Give Ss a brief example from your own experience eg. | was af school. I had just come out of class when another tcacher stopped me in the corridor; there was an urgent phone message on the noticeboard. It was from my mother but it did not say what the news was. f was worried and phoned her immediately. But it was good news: my sister had had a baby-gist, The baby had arrived two weeks early, Everybody was very happy. My sister has now got three chitdven — ‘and they are all girls. © In pairs, Ss discuss what they will write themselves. They can then write in pairs, or individually for homework. * Ss.read the descriptions in groups and choose the Most interesting to read to the whole class.How do you explain it? ba ” me saw a supiciouslocking ‘man waiting oxide your fot with 0 larga suitcase. A police offer sw olking t him. When he oponed the suitcaue, it was empty When you arrived heme Loe lst ight, you sow rape paras ‘your neighbour climbing, you posted o young man in trough his ining who was crowing on ‘om window. He was his hands ond ines ‘only wearing pysamox ‘with his head bent down ‘ond rubber boot, Pern ng tet i Man tig tn Me ns net Mtn cnt rein Ate 7> Practice 3» Write Try to explain each of the situations above. How did they happen? Write a descrintion of an 1 (think the woman... so she occasion when some good or bbad news was announced in ‘your family. Say: 8, +4) Listen © where you were at the time. © what you were doing Listen to two people talking about significant events in their lives. Note 6 what the news was leg 8 the events, what the people were doing at the time and what happened. ith, death or engagement). e © what people's reactions were. Spasiert Speer? ‘© what has happened since. Event Aco atthe tne: | What happened: 210) =) Listen and read Matt: Mother: Matt Mother: Matt: Mother Matt: Mother Matt Moth Matt Mother: Matt Hi, Mum! It's me Hell Jatt, You sound very far away. Where are you? Tm sitting on a wall up at the castle, lan’s showing me round Edinburgh Who's tan? He's Mr and Mrs Can’s son. Hey, Mui. Guess what! I've gat one of the main parts in our play. That's terrific! You must be really pleased. Jam, How about you? How did your interview Go yesterday? ask. | didn't get the job. too bad! You must be ally fed up, Matt? What's happened? Sorry, Mum. I've got to gol I've dropped my keys over the wall! 11) Comprehension know). 1 Matt is sightseeing in Rdinburgh Answer T (true), F (false) or OK (don't | 2 Matt phones his mother because he has | some good news 3 There are four main parts in the play. 4 Matt's mother is pleased about her interview | 5 Matt ends the conversation because his moter Is busy. 127 =) Soundbite Intonation of exclamations That's terifct (Look at page 123.) 13 =) Communication Listen and read. | > Announcing good news | whatl/Have you heard! ® Announcing bad news bad eka ne: | > Responding to good news That's goad/int Well dane! You > Respanding to bad news How What a shame! fm really (Use the expressions to make conversations, Someone you both know well has just 1 wort a sports scholarship in the USA, 2 failed an important exam oF test 3 got en iged/ marries 4 had a bad accident, seriously il10) (+) Listen and read © Ask the class to tell you What they know about Matt so fa * Tell them he is phoning his mother = can they guess what he wants to tell her? Elicit ideas, then play the tape while Ss read the text. Check the answer fo your question (He's got one of the main parts in the play.) 11) Comprehension Ss read the questions. © Play the tape again. Ss read the text to find the answers fo the questions. In pairs, they compare their answers. © Check the answers with the whole cass. ‘Answer key 1T a1 30K 4F SF 12)-(*) Soundbite Intonation of exclamations ‘The tapescript is on page 123. * Play Ss the first exclamation on the tape. Practise it with the whole class, checking Ss use a wide voice rani. © Play the tape, pausing for $s to practise the other expressions, Ensure that $s use a wide voice range (/) far the pasitive expressions and a smaller range for the negatives/sympathy (=). + In pairs, Ss verite their own prompis for the expressions, Practise some of these across the class, then $s continue to practise in small groups. * Write the phrases on separate slips of paper and sive them co individual Ss, or to pairs/roups if your class is large. © Write the four headings from Ex 13 on the board. S¢ slick their papers in the appropriate plare * Check the answers with the whole class. * Play the tape, pausing for Ss to repeat the phrases. + In pairs, Ss read the text of practice, * Change the pairs, so Ss work with someone different. They make 2 conversation for one of the situations in Ex 13 of the SB. 4 Ask some pairs lo repeat their conversation to the whole class. Make sure you hear at least one conversation For cach of the situations. IF possible, record the conversations {on tape or video) and use the tape for a short correction slot at the end. Ex 10 aloud for Follow-up © Ss write their conversation for homework.> Writing skills 2: Narrative compositions 1 Creating interest * Ask the elass: Whar makes a story interesting? Elicit ideas e.g, dramatic events, fnicresting details ete * Do the first gap with the whole class as an example. + In pairs, Ss look at the prompts (in brackets in the SB text) and decide what information to add. * Combine the pairs into groups of four. Ss diseuss their ideas and rewrite the story, using the best suggestions, # Ask several groups to read their version to the whole class, or pass the stories round for other groups to read, 2) Useful expressions * Point out the examples of linkers and mood and attitude expressions in the SB and check Ss understand the headings. * Ask Ss to find examples of these adverbs/phrases in the text im Ex 1. Give them time ta look in ‘pairs, then elicit the answers from the whole class. Time linkers: Suen, immediately nay later ‘Mood and attitude: To-our horror, luckily © In pairs, Ss list the expressions in Ex 2 under the ‘correct heading. * Go through the answers with the whole class and answer any questions, Possible answers (One Sunday afternoon last winter, jn eorly Februamy 1 think | decided to-90-with a friend of mine. Antonia, for a bile ride. We decided ta ride into town ond go tothe skating Fink It was very cold. There was sti sme snow on the ‘ground and lets oficicies from the root. We cut see eur ‘breath inthe ac. We were eyeing along a country lane when we samy some children playing on 2 frozen pond. They were only about seven or eight years ald and they were Aieking 0 foot! about on the ice. They kept siding about nd joughing when they Fell aver Sucidenty we heard » shout. To our horror one of the boys, | think he was the youngest, had fallen through the ice! He had gone too far From the edge ofthe pond and the ce was thin and broke under ir. We immediately rushed over 10 help but it was too dangeraus to walk aeras the Fee. The ‘ite boy was trying to climb out ofthe water and shouting for hein My frend and tren to borrow a ladder fom a {garden near the pond, | put the ladder on te ice and {rawled very slowly ond corcfully across it towards the boy. "He had stopped trying to move now and was just holding the edge of the ice and crying. caught hold of kis hand and Finally managed to ull him out ofthe icy water, Luckily the boy wasn't hurt, just very frightened, Wis parents tured up about ten minutes later, When they saw fim, standing by the pond shivering ond doping with ly water, they mere stocked and very angry with hil | felt abit soy forthe boy. He had certainly learnt a lesson — the hard way! Alternative procedure * Give Ss the suggested extra expressions jumbled fn a piece of paper, or write them on the board, ‘+ In pairs, $s fit the expressions into the story. Do the first one with the whole class as an example. *® Go through the story with the whole class + Ss practise reading the story aloud in pairs. Answer key 1 Time tinker: 2b) 4) eg) A) lm) nol) 2 Result linkers pls) 3 Mood and attitude: «} i) )) 0) 3) Writing task ay and b> + Bring a series of pictures/cartoons which make ‘up a story, to help the Ss think of ideas, or ask them to use their own imagination, ‘In groups of four, Ss look at the prompts and decide what information to include in their story. *# Divide each group into two paies. They write their story together. Allow plenty of time for this, it will take them at least 15 minutes, * In their original groups they read the stories and choose the best version. Together they correct any mistakes they can find in this story. * If possible, display the stories on your class noticeboard. Alternative procedure * Give Ss the following possible openings for a story: = When peaple told Kylie that she and har faily hed moved into ‘the mast haunted hause in Englanc! she didn't ‘oelieve them. But then strange things started to hapaen, White ~ Everyone else in the famity nad gone aut to the cinema, tut I ad lecited ety 2¥ pee I woe about ten slonh and | was watching TV when = We were driving along qui county road just ast was beginning to.get dark. As we tured a corner Explain haunted if necessary. + In groups, Ss choose the opening they like best aad pian thels story, * Follow the procedure suggested above for writing the story.UAL CRS dL a 1y Creating interest 27 Uscful expressions Rewrite the story. Use the prompts to give mare detail and make List the adverbs and phrases the story more interesting. under the following headings. One Sunday aftemoon last winter (Which month?) | decided to Time linkers, ‘90 with a fend of mine (Who?) for a bike ride. (Where to?) It was 9 fest very cold, (Give more details) We were cycling along @ country lane Result linkers When we saw same children playing on a frozen pond. (How old Nasa result were they? What sort of things were they doing?) Mood and attitude Suddenly we heard @ shout. To our horrar ane of the boys luckily {Which one?} had fallen through the ice! (Why? What had happened?) ‘We immediately rushed over to help but it was too dangerous to walk across the ice, (What was the boy doing?) My friend and I ran to borrow a ladder. (Where from?) put the ladder on the ice and crawled (How?) across it towards the boy. (What was the boy daing now?) 1 caught hold of his hand and finally managed to pull him ‘out of the icy water. Luckily the bay wasn't hurt, just very a) at first b) later on €) luckily ) the next morning e) then asa result g} suddenly Win the cid ftw my horror J)to my amazement) soon W) because of this m) afterwards ni) eventually 0) finally frightened, is parents turned up about ten minutes later. When they saw Bessey al emeteey him (Where? How did he look?) they were shacked and very angry surprisingly 5s} so with him! | felt bit sorry for the bay, He had certainly learnt a unfortunately lesson - the hard way! 3) Writing task ay Write a story about an event where something went wrong. Use the useful expressions in Exercise 2 and the cues below, Paragraph 1: Give background information ‘* When did the event happen? “* What were you domg? ‘© What was the weather like? Paragraph 2: Describe the event ‘+ How did you know that something was wrong? ‘© What had happened? ** What did you do? Paragraph 3: Describe the ‘consequence ‘© What happened in the end? * How did everyone feel? b> In pairs. exchanae and check each other's stories. 2es ae PUTS pasate 1) ©) Listen and read Matt Mrs CFancy seeing you again! Picture exploitation Ask Ss: Where is Matt? Who is standing behind ‘im? Where do you think he is going? Who does Mart see walking past? (Kelly,) Ave they pleased to see each other? (Yes.) Elicit ideas from the whole class, Listen and read # Give Ss one or two questions to listen for e Are Matt and Kelly going 10 meet? (Yes.} When? (Friday evening.) + Play the tape. Ss read the text and listen for the answers to your questions. Eliit the answers from the whole class.> 2) Comprehension © Ss read the questions, ‘+ Play the tape again. Ss answer the questions individually, then check in pairs, * Go through the answers with the whole class, Answer key. 1 Because he's got rehearsals, 2 To come in quietly because they may be asleep, 3 Kel 4 Because she's meeting her grandmother 5 He asks her to ga to aclu with him, 8 To pick her up. 3) +) Useful phrases. + With books closed, give $s a gapped version of Ex 1, with the Uscful phrases left out. In pairs, they fill in the gaps with the phrases. + Play the tape for Ex 1 again for Ss to check. # Play the tape for Ex 3, 90 Ss can practise the individual phrases. Follow-up ‘+ For more practice, Ss read the text of Ex 1 aloud, in groups of three. * Ask one or two groups to read it aloud to the class. 4) (24) Soundbite Sentence stress in statements Thc tapeseript is 0m page 125. Play the first two sentences (0 the class. Ask: What kind of words are stressed?(The important/information words: nouns and verbs) Practise the first two sentences with the class. * Write (some ofthe other sentences on the board. In pairs, Ss decide where they think the stress vill be, Play the tape for them to check, Play the tape again, pausing for Ss to practise the sentences. Note: In each sentence ane of the words will have a stronger stress than the others: the last or the most important word e.g, \Wiere going todo some shonin. irphone you tomorrow at hx Grammar snapshot Future with will/won't, may/might, gaing to or present continuous a © Do the first sentence with the whole class as an example. © In pairs, Ss decide the forms used in the other sentences. © Go through the answers with the whole class. ‘Answer key ‘present continuous 2.gsing to + verb 3 might + verb 4 noatt + verb Swill > verb 6 mays ver) T wil + verb) by ‘© In small groups, Ss mateh the meanings with the sentences. + They check their answers with the notes on usage fon pages 133 and 134, Check the answers with the whole class, If there are problems, check the meaning by asking ‘questions eg. fs it a plan? When did they make the plan? (before now) Is it a prediction? How sure are they? etc [Answer key T Sentences Tand2 2SentenceS 3 Sentence 7 | sSentence 4 Sentences 3 and & Alternative presentation © Write on the board: 1 | might be late this evening. 2 Fi be late this evening, 3 Fm gaing to be late this evening. 4m gaing to see a flim with frends this evening '* Ask Ss ta decide the difference in meaning. They discuss this in groups of three. ‘© Go through the meanings with the whole class, checking which is a prediction, plan or arrangement and how certainfuncertain they arc. «Follow the procedure for a) and b) described above. 5) Practice © Elicit the first response from the whole class as an example. ‘+ In pairs, Ss complete the exercise, © Check the answers with the whole class: Ss ask and answer in open pairs ‘Answer key 1m not 4 tesnwer ingit_ ae gong wo buy cooking’ 5 i meet may/might win Extra activity: Plans and predictions © Ss write their ovn personal plans and predictions for the next week, as a diary. Gne of the plans should not be true. If this will he difficult for your ciass, give them prompts on pieces of paper eg. be a zookeeper for a day, visi¢ the Taj Mahal etc. + They give their plans to another student # In small groups, Ss discuss the plans and predictions and decide which Is not true, ‘© Ask several Ss to read 2 set of plans and predictions to the whole class and to say which fone is not true. Ask: Were they right?2,7 Comprehension Answer the questions, Grammar snapshot 1 Why is Matt going to be back late? 2 What dacs Mrs Carr ask him to do? Why? FaRere ith OP a 3 Who does Matt see walking past? SG the Better ate 4 Why doesn't she have time for a cup of coffee? a) Which tenses or verb forms are used in 5 How does Matt arrange to see her again? these sentences? 6 What does he offer to do? 1 Fim meeting ry grandmother inten minutes 2 We're going ta do some shopping 3) +1) Useful phrases 4 I might be quite ate Listen and repeat. 4 lk won't be before eleven oftlock 5 FM be very quiet & We may be in bed 7 PM hawe the chicken, please. © 1'm off naw. © I'm afraid not * | promise, © Never mind. © How are things? | was wondering # Fancy seeing you again! * I'd love to, 'b) Read the sentences again. Which: are about plants and arrangements? 58 promise? ‘5. decision or choice in a restaurant? a certain prediction? are uncertain predictions? 4) =) Soundbite Sentence stress in statements Vm meeting a friend in town, (Look at page 123) For notes on usage see pages 133 and 134, 5) Practice Write a response using the correct form of will, may/might, going to or the present continuous and one of these verbs. # meet * cook ® answer © bring © buy * win 1B: Yes, but /'m ing to answer it expect it's Kevin Isn't that your phone finging? A Yee hit i Tespeer ie Kevin A; Where's your homework, Gary? B: I'm sony. .. It to-class tomorrow, A: 8 Have you decided on a present Far Julle? Yes. |. her a rucksack A: Do you want to come to town this evening? B: V can't. ... dinner for my parents. 1 always cook for them on a Thursday. A: We need to be at the station at six o'clock. B: OK. 1... you at your house at five thirty A: Haw do you thi World Cup? 8: Well, they ..., but I'm not sure Argentina will do in the aShe’s thirteen and she’s already earned £15 million. ™ What has Charlotte got that y other teenagers haven’t? Jieet by Rebecca Hardy & thirteen Charlotte Chureh is like any ‘other normal schoolgirl. She likes pizza, sleepover parties and giggling with her friends. But Charlotte is different from them in one important way. She has an extraordinary voice and is the latest ‘discovery’ of the music industry. k may come as a surprise that she sings songs from opera and the works of classical compoters rather than pop music, Her first album, Vaice of an Angel, was a runaway success and she is the youngest solo artist to enter the Top 30 US album chart. Whenever she performs, she is electrifying Charlotte is every record producer’s dream. Not only has she got a remarkable voice but she is also photogenic and has an engaging personality. Charlotte is the only child of working-class parents from a suburb of Cardiff in South Wales and they are intensely proud of their daughter: Her father works for a see mand her mother gave up her job working for the local council to chaperone her daughter on tour. "This means I'm pot worried about her when she's abroad’ fewas a lucky break that made Charlotte famous. She had auditioned many times for singing parts in theatre musicals and had almost given up hope, when she appeared ons talent show on TV. She sang just four lines of sacred music. ‘An executive from Sony Music UK saw her, was excited by her voice and offered her a contract: In the following two years, her career rocketed ‘At weekends and during her school holidays, her schedule is very busy, Sometimes she gets tired of the lifestyle and misses her friends, but not often, Next week she ix travelling to Japan t0 try to conquer the important Japanese marker. One day she hopes she'll sing the lead role in Puccin’s opera Madame Butterfly at La Seals in Milan, In the history of show business, there are many examples of young people with talent — in music, fim or on the stage — who have not lived up to their early promise. But when you hear Charlotte sing. you get the feeling her name will soon be known to every serious music lover in the workLanguage note Suburbs are on the outskirts of lange towns and cities. The houses here usually have more space around them and bigger gardens than houses in the centre of town, so suburbs are a pleasant place to live. ‘A talent show is a televised competition in which amatcur/unknown people compete by performing a short act (dance, song, playing an instrument, magic tricks ets:) A panel of judges choose the “most talented’ as the winner.Before you read + Ask the classi Wha are your favourite singers, musicians and actors? $s discuss this in groups. * Elicit ideas from the whole class, Make a list on the board of the top five in cach category. Try to ffet a class eonsensust Ask: Do you know any singers, musietans oF actors who started their careers very young? Elicit an example from the whole class, then in Eroups of thtee 5s list. as many people as they can think of and decide what they know about them. + Ask several groups to tell the whole elass about done of their young star, 6} Read a * Ask 5s to look at the first two paragraphs of the ‘ext, Elicit the meaning of sleepover parties and igale. Then ask the class: Do you havesgo to sleepover partics? Why/why not? What kind of peopie often giggle? (Young girls.) + Ss read the text and in small groups discuss the tmeanting of the other items of vocabulary, * Go through the vocabulary with the whole class, asking questions to check the meaning. Follow-up + Ss choose three vocabulary items that were new to them and write their own cxample sentences bp *+ Ss read the text again and complete the factfile. * Check the answers with the whole class, [Answer key Name harotte Church Fst albu oice of an Anget Achievements: the youngest artist to enter the i Top 30 US sloum chart wales: 8 remarkable voice, an engaging personality and she is photogenic the only child of working-class parents from a suburb of Cardiff in South Wales Family background: How discovered: an a TW talent show Immeciate plans: to travel to Japan Ambition: to sing the lead role in Madome Butterfly at La Scala in Milan 7) Discuss ‘Ask Ss: Would you tke Chariotte’s life? Why/twhy not? What couid be tke problems? Eltct ideas, then Ss discuss the questions in the SB in small groups. + Ask one group to tell the whole class their list Ask other groups to add ideas, By =) Listen * Ss read the task in the SB. Play the tape. Ss take notes and check in groups. Play the tape again if necessary. Check answers with the whole class, ‘Answer key ‘Number of students: about 140 Typical weekly timetable; three days a week academic. efveaton, two days vocational studies Vocational subjects: dram, dancing and speech Tye of opportunites avalabe: theatre. V (sma and commercials fm Days per year under 133 can work: 40, Over 138: 80 ‘Some famous éx-students: Emma Bunton (Baby Spice), thete of All Saints, Billie Essential qualities For success: spark that stand out commitment ang dedication 9 > Vocabulary Adjectives and prepositions # Write on the board As a child I was very {Frightened ... and ask the class to complete the ‘Sentence. Point out the use of the preposition off En pairs, Ss complete the exercise, © Go through the answers with the whole class. Elicit as many different sentences as possible. Correct errors, but focus on the prepositions. ‘Answer key 2of Fabautfey 4 about f aboutlby Gin 7 with Bon 9 from iOeF —__—_1 © Give 5s a list of sentences, some correct and some incorrect, and @ maximum amount of money they can spend e.g, £500 (per group]. * In small groups, Ss decide which sentences are correct. Do not say which are correct yet. © ‘Auction’ the sentences to the group which offers the highest bid, * Go through the sentences and check which are correct. Groups who can correct a sentence get a bonus €25, + The group with the most correct sentences wins If two gtrouns have the same number of correct sentences, the group with the most money wins. Example sentences 1 f'm not interested of fis with lat of viotenee. 2 | used to-be wortied about going to the dentist. 3 fim very different fram my sister 41 get wery angry by people whe are impatient. 5 My brother gets tired! of da homework every day; 5.1m frightened at spiders, 7 She's provd of being clever 8 tm very excited about see the new Star Ws flim. '9 Were very keen on dancing. 101m fed up at eating pizza every day. Corrections: Tin Awith Sooing 6 oF Bsecing 10 with 2, 3, 7, and Bare correct.Pe Before you read iy Do you know of any famous singers, musicians or actors who started their careers very young? 6) Read ay Read the text and guess the meaning of the following words and phrases. * a sleepover party © giggle © runaway success © electrifying © photogenic © engaging © chaperone * audition © contract * racket ® schedule b> Complete the publicity factfile for Charlotte, Name: Onoriot First album: Achievements: Qualities: Family background: fe Chur How discovered: Immediate plans: 7 Discuss What difficulties are young Charlotte facing? Do you think she is too young to be a professional singer? performers | think she will/won't/mighe By =) Listen Listen to an interview with the principal of a theatre school and complete the notes. ‘Number of students: Typical weetty timetable: Vocational subjects Type of opportunities avaiable Days per year under 13s can work: Days per year over 13s can work: Some famous ex-students Essential qualties fr success 9) Vocabulary Adjectives and prepositions Complete the sentences using a preposition and your own ideas. In some sentences you can use ‘more than one preposition, * about on © with from sof © by child | Was very: igntened 2.1 always wanted my parcnts to be proud often feel slightly worried | get very angry Lam very excited: 1am quite interested | can tell you one thing, i'm fed up 8 Tre never been very heen 9. My holiday this year was very different 10 In the summer 1 sometimes get tired 29107 ++) Listen Listen to a telephone conversation and answer the questions. 1 What dots the gil invite the bay to do? 2 Why doesn't he say yes immediately 3 What's special about the event? at are they going to do. about food? he group me “A SENSATIONAL CitcTimel Piety DON PALLADIUM TAPAS BAR 5: L2oaTs 1 4DANCEF D ne MeRE MRT Rock The Boat! ye eek Dexyand Nish A Bare for all seanom™| |" Tenens Puke ABA SKSIENT. \icrom Ewan) 11) 5) Communication Listen and read. > Giving invitations We're going to the theatre. Would you How a > Accepting invitations Invite people to the events an the left and to other events in your town. Use different phrases each time, When you accept, continue the conversation and arrange when and where to meet. 127 Write te is a friend's birthday soon and your parents have given you some money to take him/her out for the evening, Write an e-mail to your friend. # Ask what he/she would like to do, Your friend would like to go to a rock concert. You book the tickets. Write another e-mail to your friend. «© Say who is performing. © Say who the support groups are Give the time the concert starts ‘@ Suggest where you should meetPicture exploitation © 5s look at the posters in the SB. Ask: Whar are they advertising? Would you like to go? Why?/Why not? © Ss discuss your questions in small groups, then ‘with the whole class. 10) =) Listen Ss look at the adverts in the SB, Explain Vocabulary as meeded. In groups, Ss decide what they would lke to do, Discuss this briefly with the whole class, + Ss read the questions in the SB, Play the tape. Ss note their answers and check in pairs. Play the tape again if necessary. ‘Go through the answers with the whole class, Answer key. 1 Togo to a concert, 2 Because he isnot sure if he wil ike the concert and he is thinking of going to wateh a football match 3 It's in the open air and isin aid of Famine Relic ‘They are going to take a picnic 5 At avout seven at the Costa Rica Coffee Hause. 6 He will meet them at the park entrance at about quarter to eight 11) £2) Communication # Ask the class: War did che girl say when she invited the boy out? If necessary, play the beginning of the tape for Ex 10 again. Elicit the invitation and write it on the board. © With books closed, ask the class: Whar other ways do you know for saying this? In groups of three, Ss think of other ways of giving invitations. Elicit thelr ideas and write them on the board. * Ss practise giving invitations across the class. Elicit appropriate ways of accepting and refusing, Ss look at Bx 11, Ask Are there any new expressions here? Play the tape for Ex ¥1, pausing for Ss to practise the expressions, Check that students use appropriate stress and intonation, particularly with any expressions that are new to them, + In pairs, Ss practise and continue the conversations in the SB, + Ask several palrs to repeat a conversation for the Whole class, Cantinue until all the invitations have been practised. 12) Write * Ask Ss if they ever send e-mails to friends. Ask them if the c-mails they are going ( write in this cxereise should be formal/informal and short/long (Informal and short) + Ss write the first e-mail in pairs, then pass it to another pair for them to correct any mistakes. Monitor and help as necessary. * In pairs, Ss discuss and write the second e-mail, In groups, or as a whole class, they choose a version (o display on the class noticchoard, Example answers Dear Jo, {was wondering ~ would you tke 10 go out Tuesday evening? I haven't got any homework that right so we ‘ould do saething together. How about gang to the inema? Or do you Taney going clubbing? What would you he to do? Write ae! tel me lowe, Susie | Dear J | Good news, ve booked the tickets! The Stinging Nettles are | on that evcning. and they've got some good support oroups. Bugged Out and Metalheadz are playing and so are The ‘Sugarhill Gang, The concert starts at 800 pun. so | ‘Should meet outside the theatie at 7.45, See you these! Love Susie@ Fast rewind units 3 and 4 '* See Introduction for suggestions on using this section. Answer key ‘Grammar Exercise 1 were Looking forward caught 4 were walking Sheard Ghach't arived 7 had blown up B emivee Sd spent Exercise 2 1 re watching 2on't lay Ste going 4 ite 5 "have & might Exercise 3 1 Took a shower after I went for ajog/ took 2 shower after going fora jo0. 2 Her mabile phone rang while she was siting in the 3 As sa0n as he got home, he turned the television on, 4 Las bored because 4 already read the story (before ‘the lesson) ‘5. When dig you give up (eating) meat? Vocabulary Exercise & worrying Zexciting ashocked 4fiight 5 surprising 6 horror Exercise § J angry with 2 proud of 3 frightened af 4 keea on Sidiferent fram 6 worried about Communication Exercise 6 ‘Example conversation 1 What are you doing next Saturday? Have you gat any plans? 1: Fim not sure. Nothing inthe evening. Why? sel, have you ever seen Robbie Willams in concert? : No, havent. ‘Well sit happens: Ive got two spare tickets for his eoncert on Saturday evening Have you? “es. Would you ke to.come with me? Thani. That'd be qreat.'d love to come, hat time shall we meet? The doors open at six ‘Why don't some to your place at five and then we ean get the bus out to the stadiums? ox : Great See you on Saturday, Progress Update Units 2 and ¢ Ss discuss the Progrcis update questions in small groups. * Go round the class monitoring, and make a note of common problemsjrevision needs which you can deal with in a later session,1) Complete the text with the past simple. past ‘continuous or past perfect simple form of the verbs in brackets. (My sister and I (never/ be) had never been to Sweden hoefore s0 we {look forward)... to our trip, We (catch ®.. the train from London to the ferry terminal at Harwich, but while we (walt) towards the ferry, we hear). that it (not/ arrive *.. From Sweden yet ‘because a bad storm (blow up) ’... during the morning, The ferry finaly (arrive) *... at iter we tspend) *.. tight hous playing cards and drinking coffee. 2, Choose the correct form of the verb in each response, Flite to join 2 yoga cass, Fine, Sarah is going to/will ti! you about them. 1A: Do you want to come to my place this evening? B: Sorry we he wtching/'l watch a video at Anna's 2A: That Ricky Martin CD you've got is awful £8: All right! | wan't pioy/"m not pfoying it again 3A: Why are there no lessons on Friday afternoon? B: We'l'go/‘re going on a schoo! trip, Why can't you play in Saturday's match? Because I be/amat my sister's wedding. SA: What would you like for dessert? 8:1 have/"i! have chocolate ice cream, please. 6 A: Who's going to be at the rehearsal? B: Jill and Darren wil/mightcome but tm not sure. 4 3) Complete the second sentence so that it means ‘the same as the fist, using the words in brackets. Do you fancy going elubbing? eke} ‘Would you he t 90 clubbing? 1 went fora jog and then had a show. later) fora jog. 2. She was sitting in the cinema when her mobile phone rang. while) Her in the cinema. 3 He got home and immediately turned the television ‘on. (as soon as) ine tured the television on 4 read the story before the lesson so | was bored. 5 When did you stop eating meat? (give) When — meat? @ Fast rewind units 3 and 4 4 Complete the sentences with the correct part of speech from the verbs in brackets, | was very pleased to get his letter. (please) 1 It's abit that Emma hasn't arrived home yet. (worry) 2. The Sty Ride was an .. end to the day, (excite) 3 | was... 10 see how thin she was. (shock) 4 You really gave me a ..ust then, (frighten) 5 It wat to vee xo many empty caate 6 His parents looked at the bill in... (orrify) ie) 5, Complete the sentences using each of the adjectives below with the correct preposition. @frigmened © gitferent © excited © worried “proud “angry * keen My aunt is very excited about her trip to Venice 1 His father was... him about the broken window 2 Lisa's pavents were very. her medal 3 It'samazing but his elder brother is. spiders! 4 Git reais that Sina was so Sam! 5 The twins are actually quite... each other. 6 1" phone 28 soon as I arive 20 you won't be. us. 6) Work in pairs. ‘Student A: Ask if B has any plans for next Saturday, Find out if he/she has ever seen Robbie Wiliams in Concert. Explain that you've got two spare tickets * Invite 8 to come to the concert with you © Suggest @ convcnicnt thre and plouc Wu Hc. Student: * Answer A's question about Saturday, * Accept the invitation. ‘= Agree on a time and place to meet an‘About the author and the book John Buchan (1875~1940) was one of Britain's finest writers of acverture stones, So tar there have been three tim versions of The Thiry-Mine Steps and several twieviion series ased on the characters The Thity-Nine Steps is abou for a wanted man = the innocent Fichardl Hannay In Chapter One Frankie Seudser, a neighbour ot Hannay’ to Hannay a complicated story about a group of German anarchists who were ploting lo assassinate a European diplomat m London. Hannay let Scudder hide inhi lat Late one evening Hannay seturned home and found Sader lying on the floor, stabbed to death with a hte through his heart Now read on. Richard Hannay tells the story. Chapter Two ‘The millman sets out on his travels sat dows and suddenly felt very sick, “The Germans will kill me next,” I thought. “They know that Scudder was saying in ‘my flat and they'll guess that he told me their plans. The police will think that I kiled him. [120 away for a few weeks. Then Tl come back to London and go to the police. {thought that Scottand would be a good place to go. I could catch the early morning train, But how was Ito get out of the flat undetected? Then suxldenly I had a great idea, Every morning at half past six the mitkan brought the mitk. My idea was to borrow his white bat and coat and the can of mill Then 1 could get away from the building disguised asa millaman, I collected some clean clothes and some money. Then | went to bed and slept for a few hours I was twenty minutes to seven now, and the milkman was late. But suddenly 1 the noise of the milk can on the stairs, and | opened the door "Come in, please,” I aid. “T want to speak to you." He came into the flat, and 1 shut the door, “Listen.” I said. “I want you to help me." took: a pound note out of my pocket and added, “li you agree, I give you this.” ‘When he saw the money, his eyes opened wide. “What do you want me to do?” be asked “Let me borrow your clothes for a few minutes. I can’t explain anything now but Pl be back in ten minutes. You'l be a bit late, but nobody is going to complain and you'Tl have that money for yourself” “Allright,” he said. “I like a bit of fun too.” I put on his clothes and I went out of the flat, shutting the door behind me. Then. whistling, | clattered down the stairs. The porter in the main entrance told me to make Jess noise. Obviously the disguise was working. In the first side street I took off the millman’s clothes and raced towards St Pancras Station. I didn’t have a second to spare before the train left for the north,The Thirty-Nine Steps Before you read * Ask the class what books/magazines they like reading and encourage brief discussion, # Ask: Have you heard af John Buchan? Have you tread his book The Thirty-Nine Steps? Have you seen one of the films made of the book? If so, Ss in groups discuss what they know about Buchan/his book. Elicit ideas and information from the whole class, + Teach/check innocent, assassinate, anarchist(s) and stab, © Ss read About the author and the book in the SB. Elicit the (new) information they now have.1) Read Se read the statemenis in Ex 1. Explain vocabulary as necessa ‘* Point out the example in the $B. In pairs, $5 make questions for the statements, referring to the introduction to the text again, if they wish. * Go through the answers with the whole clas. Answer key - | 2 Who was Franklin Scucder? 4 What dia e tel Honnay? 4 Yat dd Mannay let Scusder do?” | 5 What did Hannay find when he returned horne tate on: evening? 2 piss) Read and listen + With books elased, write The milkman sets out on his travels on the board. Tell Ss this Is the tide of the next chapter of the story. ‘© In small groups $s diseuss what they think sill happen in this chapter. Elicit ideas from the whole class and encourage brief discussion, ‘* Ss read the extract in the SB. Ask: Was iz the ‘same as your ideas? ‘* Play the tape for Ex 2 while Ss read the text. © Ss answer the questions in pairs. © Go through the answers with the whole class. ‘Answer key 1 Because he thought the Germans would il him next. 2 To go away 0 Scotland fora few Werks, then go tothe pice |: He changes clothes with the mitkman 3) Word study ‘+ Ask Ss to read the last paragraph of the stexy again, Ask: Do you know another way 10 say ‘raced’? (Ran quickly) Way does Buchan say ‘raced? (To make the story more interesting/dramaric.} Point out the example in the SB. © In small groups Ss find the other phrases in the text + Check the answers with the whale class Answer key Z plotting ta assassinate 3 killed 4 undetected Scdisquised as B clattered dawn 7 raced 8 didn't have 8 second to spare Follow-up ‘+ In groups, 85 select three (or more] of the ‘expressions from the text and write their own short story using them, They make their story as dramatic as they can, © ‘They pass their stories (o ather groups for comment and correction. If possible, display the stories on your class noticeboard. 4 > Style Present participles as sentence linkers + Show Ss the example in the SB, + Write ote oF two of your own examples on the board and elicit from Ss how to join the sentences, using & present participle eg: | heard a voice. It was shouting for help, (I heard a voice shouting for hep.) I went out of the flat. shut the door behind me (went out of the at, shutting the dear benine me) 5) Write + Im pairs, Ss improvise an interview between a policeman and the mitkman. Ask one or two pairs to act out their version for the whole class * Ss read the statement in the SB. Draw their attention to the example, In pairs, Ss join the * Check the answers with the whole class. Answer key [2 Mr Hannay asted me to come in, scunding a bit stressed 3 He held out a ane pound note, saying I auld have it f 1 Ai him favour. 4 | agreed to do this, thinking tat the extra money would be useful 6 ) 2) Listen + Teach tids/high tide/low tide and smuggle. «5 read the questions in the SB. Play the tape. Ss note their answers and check in small groups. Play the tape again if necessary. * Check the answers with the whole class, ‘Answer key 1 A.gang of German spies. They were trying to get seeret information about Britain's war plans back to Germany. 2 Ina notebook Scudder had left in his Flat, 3 He worked out The Ruff was the only place which had = high te at 10.17 pm. on June 15eh. 4 They led down from ane of the hauses to the beach, The Black Stane gang were staying in that house. Follow-up In pairs, Ss interview each ather sheet « haat they have read. Ask several $s to report back on their partner's book to the whole class,x: 7 1p Read Read the introduction to the text and write the questions for the following answers. 2> (=) Read and listen Read and listen to the text and answer the questions. 1 Why was Hannay worried when he fouind Scudder dead? 2 What did he decide to do? 4 How did he get out of the flat withaut anyone seeing him? 1 Richard Hannay, 2 A neigh ¥ That a group of German anarchists were plotting 1 European diplom 4 Hide in Hannay’s flat 5 Scudder lying dead on the Noor, iit OF Hannay's, 3) Word study Find words and phrases in the text which mean the camp at the following J the search for 2 planning to kill 4 without being seen 5 dressed as 6 walked noi Tran quickly 8 didn't have much time 4) Style Present participles as sentence linkers We can give writing a more concise style by Joining sentences with present participles. udder was iying on the floor. Hannay returned home a d Scudder tying on the floc 5, Write Write the milkman’s statement to the police. Join the sentences using the present participle of the verbs in italics At hot past At half past six th was delivering n g | was on my normal rou k to a large block of flats, | had just reached Mr Hannay's flat on the first floor when the door ‘pened, Mr Hannay asked me to come i, ‘ He sounded 4 bit stressed. He held out a one pound note. ' He said could have it if | did him a favour, He wanted to exchange clothes with me far ten minutes. 1 screed that the extra money would be useful. Then Mr Hannay got dressed in my milkman’s: outfit and left the flat. 1 never ssw hi 6) =) Listen Listen to two people discussing The Th answer the questions. 1 Who were The Black Stone and why were they da 2 Where did Ha 1 How did Hannay know where to find the steps? about the thirty-nine steps? 4 Where exactly were the steps? Why were they important? 33