Topic eee. Lifestyle, health det Lead-in 5 minutes + Put students in pairs and ask pais to interview each other about what they had for breakfast (or lunch - depending ‘nthe time of day) and whether thet was a ypieal med for them. + Ask sudents to report backto the class about their partner fand als toate how healthy tei partner’ breakfast was by {ving a score rom 1 5 (1 being the least heathy and 5 {he most heathy). Wt the scores onthe board and askit the class consider ther onn eating habits as heathy. + Exereise wl further explore this topic, so don et the Ascussion go int too much deta at this point Exercise 1 page 80 5 minutes ‘+ Students work in pairs to discuss their general eating habits. ‘Ask them to make a list of healthy foods. Applying the ‘scoring system used in the Leads, they can rate their own healthy diets. ‘© Conducta class discussion, Exercise 2 page 80_ 20 minutes Reading: Multipe-ch ‘© Remind students of the hest strategies to complete a ‘multiple-choice task by elictng the various stages: ‘skimming the text ist to get a general understanding, the options and identifying the key information, then reading the text to find which paragraphs contain the relevant information, finally checking the information in the ‘options against information inthe text. Point out that iti usualy good idea to eliminate options that are certainly wrong to reduce the numberof alternatives to choose from. ‘Students do the task individually. * In. stronger class. check the answers by asking students to read thei answer together withthe information from the text that supports it, and briefly to say why the other options are incorrect. In aweaker class, check the answers, then ask the class to ind the supporting information, and to discuss why the ‘other options are incorect together Exercise 3 page 80. 5 minutes, ‘= Focus students on the instructions and the Speaking exam task. ‘Ask students to work in pairs and allow them a minute or ‘wo to collect thee thoughts and brainstorm arguments in favour and against the statement in exercise 4. ‘+ Students compare their arguments with those of another pair 7 Exercise 4 page 80 10 minutes ‘+ Refer students to the Functions Bank n the Workbook {or useful phrases for presenting an argument, agreeing/ Aisagrecing, oc. ‘+ Explain tha in this task there is no correct answer they are ‘expected to give. Inthe exam, its the examiner’ ob to disagree with any point they make ~ to encourage debate. They should not take this personally They should also be prepared to take elther sie inthe argument, irrespective ‘of thertrue opinion. You may like to remind them that inthe exam they could do better i they simply argued for whichever side they have more arguments or examples. for) Encourage them to think ofthe debate task as a performance, where they should show off how well they can ‘ise their speaking skills in English ‘Putte students in pairs, as A and B. Each A student should argue for, each B student against the statement, Allow a ‘minute for them to prepare arguments or examples they can use for thelr side. ‘Students discuss the statement in pars. Wak around and. ‘monitor the activity, focusing especially onthe functional phrases. * Encourage students to support their views by tying to cite rea-lfe examples that point toa future like the one suggested by the statement (and counter-examples that Droject a different future with more traditional focds and eating habits). Lesson outcome ‘Ask: What have you leamed/pracised today? Elicit: have ‘practised a multiple-choice reading comprehension task. 1 have discussed a heathy diet. | have discussed the future of utrtion.Caught in the net The Internet LESSON SUMMARY © ‘Yecabulay: the Intemet LUstening:» conversation about a compute problem ‘Speaking: discussing the Internet Topic: science and technology To do the lesson in 30 minutes, hep the eadsin ie, do exercise 3 so class ond se the Vocabulary ullder eries as homework > Lead-in 3-4 minutes *+ Tel the students the ttle ofthis unit: Caught inthe net. Elicit ideas about ths title or simply tell the students thatthe ‘net” in this lesson isthe Internet. Put them into small groups. + Ask them to discuss and write down all the diferent things that they use the Intemet fr. Elicit what students think the title ofthe unit could mean in relation tothe Internet. *+ AMter around 2 minutes, bring the class back together and elct ideas, encouraging peer teaching of any new vocabulary where possible. Exercise 1 page 81 *+ Ask students to discuss the questions in pais or small soups. Have a class feedback and find out what the most popular sites ar. Exercise 2 page 81 * Students complete the exercise In pairs. Check answers as a class, encouraging students to explain as well as name the features. key 2 back button 6 desktop, documents 2 minimise 7 thumbnail 3 address bar 8 web browser § cons 9 menus, commands, save S scroll LANGUAGE NOTES - COMPUTER TERMINOLOGY ‘Athumbnal isa miniature display ofa picture or an Image. itis used to allow fast browsing through multiple Images. When you click on it you can see a full image. ‘An appliation Isa technical term fora programme. i ‘Aweb browsers a software application that allows you to ; display and interac with webpages. The mast popula wed browses are Internet Explore, Moria Firefox and Saf ‘Ao operating system i the programme tat contol al other programmes ona compute. Two popular operating ‘systems are Windows and MAC OS. Windows Vista is ‘the operating system that was intoduced If 2007 a @ successor to Windows XP phrasal vers with of and on» variable stress pat mined condtonals, Exercise 3 page 81 + Students name the other features they can see. You could o this as a competition to see how many of the features they can write down in a minute key menu, flles, folders tas, Search function, wallpaper, window, shortcut, ete Exercise 4 pagesi (2.11 + Tell students that they ae going to hear a conversation between Zena and her grandfather. Ask them to read the ‘questions and possible answers and check any unknown words in a dictionary ‘Play the recording and lt students compare their answers with a parner before class feedback. ‘With a weaker class play the recording a second time. MeYic 2d 3a ab 5c Transcript 2.11 Grandpa Oh, hello, Zena. Could you give me a hand? Zena Sure, wha’ the problem? Grandpa Wel 'm having trouble getting Internet access twas allright yesterday, out today keep geting tis error message Zena__ Let me sce .. what does the message say? Grandpa Look Zena Him. Ths page does not support the web browser you are curently using. see Grandpa Do you? Zena sa problem with your software, Granddad. You must be using an old version of this web browser. Grandpa Wel, what an do about it? Zena Youneed to search fore software update. Then you con download the lates version. Grandpa Oh! see. Where do I search for updates? Zena. Onthe Intemet. ah. You cant get online Grandpa No, that's the problem. Zena There must be anather way | ‘Grandpa what happens ft click on this icon? Zena Nothing. Try agai Grandpa Something happened then. Look at the address bar — it ‘ays ‘support&downiosds Zena You've right! You're batter atthe than am Grandpa 00 have to pay forthe latest version? Zena No, don't think so I's usually fee ‘Grandpa Here we are To download the latest version of your web browser FREE, highlight the correct operating system ‘and click "dowmload" Zev What operating system have you got? Grandpa Windows. Zena” Windows Vista? ‘Grandpa. Yes, that's it! But can’t see Vista on thelist. Zena Maybe ifyou sco down . Grandpa Ah yes. Here itis. Download Zena Great. Look. The icon onthe desktop has changed. Does itwork now? Grandpa. It should be OK, but fist we need to restart the computer Unit 8+ Caught in the net 87Zena 0h, OK. Grandpa Thanks for yourhelp, Zena Zena. Well, | cin relly do anything Grandpa At my age, it isn't easy to understand this new technology Great It works now. Look By the way, have you seen my new profile on Facebook? Zena No! Show me, Grandpa Here tis Zena Wow, that’s amazing You've added video Exercise 5 page 81 b + Give the students a few minutes to discuss the questions and then aslea few pairs ta share thelr Ideas with the rest of the class, OPTIONAL SPEAKING TASK “The Intemetis said tobe a Trojan horse. In what waysis it dangerous to children, adolescents and adults? What can be done to cope with these problems” For practice of Phrasal verbs with off and on, goto: y Builder Ct KEY. tar ¢3 e1 g6 19 bs 44 fi he j7 21 pass(it}on 5 putthim off 9 logon 2 Canyon 6 calledoff 10. setoff 3 log off 7 takes on 4 having (ou) on_8 showing off Lesson outcome Ask students: Wht have you learned today? What can you do now? and elicit: have learned vocabulry related tothe Intemet and using a computer. can discuss the influence ofthe Intemet on our lives. Notes for Photocopiable activity 8.1 Don't say the word! ame Language: technology vocabulary ‘Materials: one copy ofthe worksheet cut up per group (eacher’s Book page 138) * Divide the students into groups of 304. Explain that they are going to play a vocabulary game. ‘+ Give each group a set of cards which they place face down, ‘on the dest. ‘+ Demonstrate the activity by taking a card and deserting the word on the top ofthe card until someone says the word ‘onthe card. Don't include the words underneath in your defintion/descrition. ‘+ Explain to students that they are not allowed to say any part ‘of the word they ae tying to define. Nor are they allowed to say either ofthe words underneath it ‘+ Students take it in tums to take a card and describe the word). They must't let their partners see the word an the cards * Students can do the activity in groups as competitive game. One person takes a card and describes the word. The First player to guess the word comectly keeps the card, The person with the most cards i the winner. ‘+ An alternative with a stronger group is for pars or teams ‘to work in competition. in this case, one team describes a Word, another team monitors them and checks that they do not say the forbidden words and the other teams compete to ) units + Caught the net guess the word and win the pont. Penalties could be given iF forbidden words are used! * Ifyou don't have the time to cut up the cards, cut the ‘worksheet in half and give half each to students working, in pairs. They take itn tums to deserve a word for their partner to guess. + NB some of these words ae not inthe student's book Modals in the past LESSON SUMMARY @ eo © ‘Grammar: modals inthe past Reading: a newspaper report about a house party advertised on the Interet ‘Speaking: 2 dialogue using modal in the past Todo the lesson in 30 minutes, keep the lead In bref, set the Grammar Builder as homework and limit the ‘numberof performances of the dialogue in exercise 6. > Lead-in 2-3 minutes ‘+ Putthe students in palrs. Ask them: Have you ever dane something you regretted? After about a minute say: Tella partner about it ‘+ Bet stores from the students. Note any instances of shouldn't have ot needn't have/didn't need to Exercise 1 page s2 + Focus ote valour snd dsk students wha they think nas happened in each case. Elicit afew ideas and then ask them {0 complete the captions KEV should 2 ight Exercise 2 page 62 *+ Read trough the sentences together. After each sentence ask concept questions. or example after sentence 1 ask Was she enthusiastic? (No) How does the speck’ feel about that? (annoyed). Alter sentence 5 ask: Did she tidy the ‘house? Why not Altes sentence 6: Did the person bring thelr loptop? Was ft necessary? How do you thiok the persan (ho brought te lepop) fees about? (rusted because it wasn't necessay). + Ask students to complete the information inthe box key. 41. should have, ought to have 2 might have, could have 3 needn't have 4 didn'tneed Exercise 3 page 82 ‘+ Read the Look aut ox together then students do the exercise alone or in pars. Check answers and then ask students to practise saying the sentences, See pronunciation nate. key 1 needn't have 2 shouldn't have 3 didn't need to 4 mighthave 5 should have knownPROMUNCIATION ~ WEAK FORMS ‘Tell students you are going to read out the sentences In exercise 3. Ask them to listen tothe pronunciation cof have and tell you what they notice about it. Read ‘out the sentences in exercise 3 at a fail brisk speed, ‘pronouncing have as /a. Now ask students to tend out the sentences in axocice 2, paying attention to the weak form of have, For more practice of Modals Inthe past, go to: Key 2 might have/could have /ought to have/should have told me: twas inconvenient. didn’t need to lock: wasn’t necessary, ‘should have/ought to have taken: twas thelr obligation. shouldn't have/needn't have bought: It wasn't necessary could have/ might have given: It would have been convenient didn't need to take: t wasnt necessary. needa’t have worried: It wasn't necessary Exercise 4 page 82 + Ask students to read the report and decide on the meaning of cooling off period, + To make ure that students aro familiar with story and prepare them for exercise 6, you could ask them to close their books then ask further comprehension questions, ‘eg, How many people came tthe party? (200) Why did so ‘many people tur up? (twas advertised on MySpace). How badly was the house affected? (very badly, £20,000 worth of damage) Did the girl admit to advertising on MySpace? (No, ‘he says her profile was hacked) Have she and her parents ‘made up now? (No, they havent forgiven her. She's staying with friends.) xy ‘A cooling of period inthis case isa period of time in which to «alm down Exercise 5 page 82 ‘Students work alone then compare thelr answers with a partner. heck answers together. ‘NB might have is not really appropriate inthis context because it tends to be used as a spontaneous reaction to something iitating that somebody has done. Eg. You might hhave told me you weren't coming home for dinner tonight (and | wouldnt have cooked for you). You might have called the police... for example, sounds too tentative and polite for such a serious situation. xy Possible answers You shouldn't have advertised the party. You shouldn't have bought alcoholic drinks. You should/ought to/could have phoned us. You should ought to/could have locked the dob. ou should ought to/could have told people to leave. %>u should/ought to/could have asked the neighbours for help, Exarciaa' 6 page 82 ‘Students write out a dialogue, using fll sentences, between Rachel Bell and her parents, including some ofthe ideas in exercise 5. Ask them to read it aloud a few times to help them memoris it, then ask some pairs to act out theie dialogue tothe class. Lesson outcome ‘Ask students: What did you learn today? What con you do mom? ‘and elicit: cn make sentences with past modal. Social networking sites LESSON SUMMARY eo oe Readings an aticle about sci networking sites LUstening: a radio news item about Facebook privacy ‘Speaking: giving opinions onthe right to privacy Topi: scence and technology [BEER 1 do the lesson in 30 minutes, keep the lead-in Drief and ask students read the text before the lesson, > Lead-in 2-3 minutes ‘+ Askstudents to think fora few moments about the word “private’ and to think about how important privacy isto them. In pir, give them 1—2 minutes to discuss what information about themselves they might tell ther best friend but choose not to share with their parents ora teacher. ‘Bring the class back together and elicit some ideas. Exercise 1 page 3 Students answer the questions in pairs. Find out which of the networking sites are the most popular and why. Exercise 2 page 83 * Give students about 3 minutes to read the text and answer the question. Dont let them get distracted by unknown vocabulary. You could suggest that they underline any ‘vocabulary that they woul like to know about ang you'll answer questions about it later. KEY TAL, stands for too much information LANGUAGE NOTE - TOO MUCH INFORMATION Too Much information has become a common slang ‘expression In British and American English In recent years. tis used to say that someone has given too much information ofa personal nature and made the listener feel uncomfortable or embarrassed. It is now used as an acronym (IM) and is common in instant messaging and chat rooms, Exercise 3 page 83 + Ask students to undertin the key words inthe sentences ‘and then search forthe answers inthe test. Let them ‘compare answers in pais, correcting the false sentences ‘and then check asa class. Unit 8+ Caught in the net