Contents Introduction Plan of Book 3 iv ‘The new edition viit Student’s Book overview * ‘Teacher's Edition overview xiv Course components 2 Frequently asked questions xvi Authors’ acknowledgments avili Classroom language xix ‘Teaching Notes 1 That's what friends are for! 72 2 Career moves 78 Progress check Tid 3 Could you do me a favor? TI6 4 What a story! 722 Progress check 728 5 Crossing cultures 730 6 What's wrong with it? 136 Progress check Ta 7 The world we live in T44 8 Lifelong learning Progress check 6 9 At your service P58 10 The past and the future 164 Progress check T70 11 Life's little lessons T2 12 The right stuff TB Progress check T84 13 That's a possibility. 786 14 Behind the scenes T92 Progress check T98 15 There should be a law! 100 16 Challenges and accomplishments 7106 Progress check Tug Interchange activities rua Self-study, audio scripts, and answer key P32 Additional Resources Games TU3 Fresh ideas 7149 Photocopiables P55 Language summaries 7116 Oral quizzes 7192 Written quizzes, audio scripts, and answer key 7198 Class audio scripts 7224 Workbook answer key 7238 Appendix 1.254 Acknowledgments T255Plan of Book Titles/Topics That's what friends are for! Personality types and qualitiess relationships; turn ons and turn offs (US J Speaking ‘Deseribing personalities, expressing likes and dislike ‘agreeing and disagreeing; complaining Grammar ive pronouns as subjects and objects; clauses with if + adverbial clauses with when Career moves ‘Talking about unusual careers; “Gerund phrases as subjects and Jobs; unusual careers; job skills; describing jobs; discussing the pros objects; comparisons with adjectives, ‘summer jobs ‘and cons of jobs Gerbs, nouns, and past participles PROGRESS CHECK PAGES 1415 “Making unusual requostay making Requests with moda, ‘felauses, indirect requests; accepting and ‘and gerunds; indirect requests requests; messages declining requests Un Whata story! ‘The media news stories; ‘exeeptional events PROGRESS CHECK PAGES 28-20 Grossing cultures Cultural comparisons and culture Narrating a story; describing: events in the pait ‘Talking about moving abroad: expressing emotions; describit ~ Past continuous vs. simple pasts past perfect ‘Noun phrases containing relative clauses expectations: the custom £0, Cultural comPeproad; emotions cultural expectations: giving hob supposed fa, expected to, (Not) shock mauris and travel abroad advice facceptable 0 mn PEE | eg : ‘Whats wrong with it? Describing problems; making bing problems with past Consumer complaints; everyday Describing pevising something _pardciplet ak adjectives and 200) problems; electronics; repairs that needs to be done Fjeseribing problems with Joop + gerund, need + gerund, and heed passive infinitive PROGRESS CHECK PGES 42-43 The world we live in Tdentifying and describing Passive in the present continuous The world we vein ema; probleme coming up wih soltions Sr Pe crfeet, prepositions of current issues [in Pee Lifelong learning ‘Fducation; learner choices; strategies for learning; personal qualities PROGRESS CHECK PAGES 56-57 ES "Asking about preferences; discussing pros and cons of different college majors; talking ‘about learning methods; talking about personal qualities Cause: infinitive clauses and phrases Would rather and would prefer by + orund to deseribe how to do thingsPronunciation/Listening Writing/Reading Interchange Activity Linked sounds Wetting desertion ofabest “Persanality types Inwerviowing Listening for opinions; stent ie classmate to find out about Bacto sou ae Hane Po personality characteristics Solftxtudy: Listening for likes ing making and dislikes shout people ineaping Ds a ‘Stress with ecmpound nouns Writing about career advantages “The dinner party”: Comparing Listoningto deseriptions of summer and disadvantages people's careers and personalities _jobs; listening for likes and dislikes “Strategies ee Reha See sea to make a seating chart for « ‘Self tue: Listening to descriptions a ‘about behavior in dinner party of careers; Jistening for comparisons the workplace ‘Unreleased cimsonants ‘Weiting an informal email request “Borrowers and lenders": Asking Listening to people making, “Yos or No”: Reading about the ‘slasemates to borrow items; lending, accepting, and declining requests: way people in different cultures: cr refusing to tend Weems ‘Seffstuly: Listening wo people inane Taye ae oer) ‘making plans, asking for a favor, _and giving an excuse Intonation in complex sentences Writing a newspaper article “Adouble ending” Completing a Listening to news broadcasts; “Strange but True”: Reading story with 0wo endings listening to a narrative about & tabloid articles about sensational past event events ‘Self-study; Listening to a news story ‘Word stress in sentences ‘Writing a tourist pamphlet “Culture check’: Comparing Listening for information about “Qulture Shock": Reading journal eastome in different countries fiving abroad; listening to opinions entries about moving. to another ‘about customs country ‘Selfsntudy: Listening to people's acre ut raven abroad = Contrastive trast Writing a letter of complaint “Fixer-upper”: Comparing problems Listening to people exchange: “Tyading Spaces”: Reading about _—_it two pictures of an apartment things ina sore tering aT show in which parents complaints; atening tore rodscorate ather pooplo’s rooms [people describe their jobs Self-study: Listening to people's problems with items they bought. Reduction of auxiliary verbs Writing a Jetter to the editor “Make your voicesheard!: Listening to environmental “The Threat to Kiribati”: Reading Giese ten repens Beetsipe $e problems; listening for solutions about an island that is sinking aan effective method af protest; Suif-etudy: Listening to people talk _inte the ocean devising a strategy about problems in their city Intonation in questions af choice ‘Writing a short specch “Learning curves": Choosing Listening to descriptions of courses; “I Styles”: Reading about: ‘between siftanesst Mitre you want listening for additional information —_differeat kinds of learning, tolenen, Self-study: Listening toa student describe ontine classesTitles/Topics Grammar ma Ene a = ‘At your service about Have or get something done (active Byeryday services; pee healiiy 4 id passive); 2 wea scaae ee eee self-improvement verbs, and negative questions Ca) Ca : " ‘The past and the future ‘bout the future; talking ‘Referring to time in the past with ifistoric events and people; about things to be accomplished. Severo tod presasitnnn denne: biography; the future in, ago, from .—. &», for, since: Be hen ag the: Suie it will, ure contiNUOLs, PROGRESS CHEEK PAGES 70-71 Fature perfect Life’ tittle tessons ‘Describing rites of passa; ‘Time elsuses: Milestones and tuming paints: behavior and perscnalitys regrets the time; theta stuations with should not have + past participle andif dauses + past perfect “Tho right staff Deserii ‘ith infinitive Qualities for succes; successful elnses and infinitive clases with businestes; advertising Jorvgiving reasons with because, ince, because of fr, duet, ness en AGS B15 bao mas PEED ‘That’ a possibility. x conclusions; "Past modals for dearees of Pet pecves;unerplained events; explanations: daserking ‘ortainty: must (nol) have, may reactions; prvdicamenta and advice hypathetical events; giving tnot hue, naght (not) have, could advice for predicuments eg ay Behind the scenes ling a done Flow a movie is made; media ack ints professions; processes; ntertainment industry PROGRESS CHEOK PAGES 98-9 tT 15 Cee There should be a law! Recommendations; opinions; social Issues; controversial issues ra CECE Challenges and accomplishments Ghallengers acamplishment, tents volunteering PROGRESS CHECK PAGES 112-113 Giving opinions for and against eae disagrecing Giving recommondatians and spinions with passive modals: valle, oath to be, mucet be, has to be, has got to be: tag questions for epinions ‘Complex noun phrases containing gerunds; accomplishments with the present perfect and simple past: goals with the future perfect and would like ro have + past participle UMPronunciation/Listening Writing/Reading Interchange Activity Sentence stress Writinga letter of advicw (ni sof Disousing A “ Lifferent point view aa ane ate Rcotine abeue* ——purenis and thet hitdren Seif-xtudy. Listening for what Aechniguen kaprave memory, ‘people nedd to have done ‘Syllable stress sestiecineaity “History buff”: Taking 4 Listening for opinions a public so Nae history quiz figures; listening to predictions: hoes pals political sla tg ‘Self-study: Listening to past a ‘that bring people vents, making prodictions Reduction oF have and Been ‘Writing « letter of apology “If things were different .-”: eiaaeta duet “Ito Imagining different possibilities Prevote rice se eee een forte way things have turned put regrets and explanations Solf-study: Listeiny to people describe changesin themselves ae el Reduced words: ‘Writing a TV commercial “Entrepreneurs”: Designing a Listeningforfeatures and slogans “The Wrong Stuff”: Reading about ‘business plan for a small business Selftudy: Listening for qualities that dVertising failures help peopl, make fends more easly Reduction in past modals ‘Writing about a predicament plays": Drawing possibie Listening to explanations; “The Blue Lights of Silver Clift" Sobnivesote-abiet alten Listening for the best solution Reading a story about an Self-study; Listening to situations unexplained phenomenan fand reacting Stress in compound nouns ‘Writing about a process Whe makes it happen Putting Listening to a producer describe his B deeb dariad aie eater: epethsra brass snes: ‘work listening for personality traits about the kind of movien oa Selfatudy: Listening to an interview: 0 India Listening for steps in a process Intonation in tag questions Weng a eter = mimi Listening for solutions 3 everyday annoyances; listening om ‘Serious Ts Plagiarism?” fo snues and opinions Heading aout Seifsreudy; Listoning to concerns and people's opinions about __sbour issues and problems severity, =the ‘Seress and rhythm personal statement for “Viewpoints”: Tuking a survey Listening i al hanes pees abuut volunteering zerands of people's work listening “Young and Gifted Reading about for people's goals for the future "gifted young people Self study: Lisuening to a person's ‘experience inthe Peace Corps viiCLASSROOM LANGUAGE Working together (Why dont \ ask the teach a a EN xixThat's what friends are for! Option: Brainstorm questions Ss might ask to find out about classmates. Write Ss’ ideas on the board: Whequestions Where do you hie? What da you do? Wiy are you studying English? Ye/No questions De you speak any other languages? Ave you mamed? Da you have any children? SNAPSHOT Jn this unit, students practice talking about personalities and qualities of friends, parents, partners, and roommates. in Cycie 1, students discuss ideal fiends and partners using relative pronouns, In Cycle 2 they taik about things they like and don'tlike with clauses containing it. Ss workin pairs (prefurably with someone they don't know), They take turns interviewing each other. Remind $s to use the questions on the board and others of their own, After ten minutes, stop the activity. Pair take turns introducing their partners to the class. Learning objective: lear vacabulery for relationships ‘= Books closed. Asi: “What do you think women look for most in a partner? What do men look for most in 2 partner?” ‘= Ss discuss these questions in pairs, Elicit ideas and write them on the board ‘* Books open. Ss read the Snapshot individually, Answer yoeabulary’ questions, or allow $s to wse their dictionaries. # Ask Ss to look carefully at the information in the Snapshot, Ask: “What are some important differences between men and women?” Riicit ideas CONVERSATION Read the questions. Discuss the questions as « clas ‘or ask Sato discuss them in yairs oF small groups. ‘Option: Ask Ss to copy this chart into their vocabulary notebook: Aah Naw successful attractive | success inteigent playful warm practical passionate sensitive ‘Tell them to complete the Noun column by finding the information in the Snapshot. Learning objectives: practice a Gonversstion between two friends about dating preferences; sea relatve pronouns who andthat in contedt A® [co 1, Track 1) # Asa warm-up, ask; “What do you think of matchmaking"? Does it work?” Hlicit ideas + Secover the conversation and look only at the picture. Ask: “How old are thoy? Where are they? ‘What are they talking about? What is the man thinking of * Encourage Ss to make guesses. + Books closed. Write these focus questions om the board: at it Kim's problem? 2 Whe does Chris suggest? 3 How will Kim meet Chriss friend? ‘= Play tho audio program and elicit Ss answers: wwers: 1. Kim has no one to go to the party with. (Chri suggests Bob Branson, 3. They will all meet is the board: « Write Ken thes guys who 4 are serous 2 have a good sense of huenor 2 are sensitive 4 she has something in common with © Explain that guys is an informal word for men, Ask Ss to listen to find owt which guys Kim likes. » Play the audio program again. Btielt answers. (Answers: 2and 4) # Books open. Play the audio program again. Ss listen ‘and read silently « Se pmetice the conversation in pairs For a new way (o teach this Conversation, try Look Up and Speah! on page T-150, 8® 1 Read the focus question aloul « Play the audio program once or twice. $s listen for the answer to the question. (Answer: She liked him a lot) Audio seript (See poge T-224.) 2GRAMMAR FOCUS Learning objective: practice relatve pronouns who end that ‘as subjects and objects © 001, track 2) Relative pronouns ‘= Focus Se attention on the Grammar Poets box, Explain that relative pronouns (who or that) do two jobs at the same time. They enable us to: 1. join two ideas (eg, Kim likes guys, and they arent loo serious.) 2 add information (e.g, Kim Whes gms. What kind of guys? Guys who aren't too serious.) Relative pronouns as subjects and objects # Point to I like guys wholthat aren't tea serious. ‘Tell Ss to underline the relative cluuse. (Answer: wholthat.aren’t too serious) Ask: “What's the subject in therelative clause? Who or whut ‘aren't too serious?" (Answer: who/that, guys) Explain that the relative pronoun is the subject here. Repeat for the second sentence = Point to Fe prefer someone wholthat Fean talk to easily. Tell $a to underline the rvlative elanise (Answer: whu/that J can talk to easily) Ask: “What's the subject in this mlative clause? Who ‘can talk easily’ (Answer: 1) Explain that the relative pronoun 46 the object here, Repeat. for the last sentence. = Explain that a relative pronoun who or that is necessary when the relative proneun is.2 subject. When the relative pronoun is an object, we ean omit it. 1» Focus Se’ attontion an the Conversation on page 2 Ask Ss to find four examples of relative clauses, * Play the audio program for the Grammar Focus box. Ss listen and repeat. WORD POWER To find out how your Ss tearn best, by different ‘methods (e.g, $8 listen und read silently, ister and repeet, fo listan and rrouth the words) Ask which methods Ss find ‘most wsefil A Pair work «Explain the task. Model with the first item, Point out Uhitt more than one answer is possible, * Ss complete the task individually. Then they compare ‘answers in pairs. Go over answers with the class, 1. didon't want to have @ partner [wha/that! | have: nothing in common with. 2. cl lke to meet peaple (wha/that) have # good sense of humor 3. g.l'd prefor a roommate (who/that) is quiet ‘and considerate. 4. [don’t ike to a with people (whaithat) | don't teat comfortable around, 5. .| wanit to discuss my problems with triends (who/that) are warm and sonsitive. 6. b.\'d rather have a bass (who/that) has good leadership qualities. 7, ald prefer to have teachers whofhat) are organized ‘and intaligent, B Pair work © Model with your avn information (eg. I don't want a partner who dowsn't like to talk. + Ss complote the sentences individually. Encourage Ss to be creative and use their own ideas. + Ss work in pairs. They take turns reading their sentences to each other. The goal is ta find where they have similar opinions. Learning objectives: earn aojectives that describe personal characteristics; practice giving definitions A Use the example ti model the task. # Ssdo the matching individually or in pairs. When finished, Ss ean check a dictionary, Then $+ mark each adjective witha P for a positive meaning and Nv for a negative meaning. ‘= Go over answers with the class. 8.4P 23 ae zz zz B Pair work = Toll Ss to cover the definitions. Road the example entence. Ask aS to completo it. T3* Unitt © Explain the task, Ss work in pairs, They take tums ‘asking abuut the adjestives. C Pairwork # Model the task by using some adjectives to describe yoursell, # Ss work individually to write down adjectives to describe themselves, Go around the class and give help a8 needed. +» Then Ss work in pairs: Se take turns sharing thoie deseriptions, <<] For a new way to teach this voesbulary, try Information Gap Crovaword on page 1-156 Fea eri itn poem feu res E114, play Prediction Bingo on page T-116. Reed out definitions, not the adjectives.LISTENING earning objectives: develop skis in making inferences AQ [00 1, Track 3) 4 Bok close, Divide the elas nt teams, Each team aaa its vd uel tdci to describe personalities Seta tine hint of thee minaies Call on iferent Sx from each team to write the acbectivesin two Steed te bed Books open. Set the seme. Ss wl listen descriptions of three people. Ae tengo each tonversatio, Se dai the vera engin tiv (Por negative (0) + Play the audio program: isten snd check (¢) the * Go over answers with the elas, ‘Anda Names -P, Mr Jetson -N © * Play the audio program again. Pause after ext conversation, Ss write two adjectives foreach percon ‘+ Elicit answers from the lass. Ask Ss to explain why they ehose these words (og, Andrew is egtistiea! ‘cause she talks about herself) (a eee ae cet Sree ee ts Sp 220 eae ee eae © oiscussion Lea ire: dep besiege By wok ‘nother people AGroup work = Focus Se attention on the pieture. Ask: "What is Jhappening? What kind of parent do you think the ‘= Explain the task. Rend the discussion questions, and ‘go over the chart = Se work in small groups to complete the chart Qwamne Learning objectives: wre a paragraph using olaive ‘pronouns; write sbout an deal trend A Pair work = Explain the tark, Go over the example sentences, Write these questions on the board Wat quaities should the ideal frend have? What i the most important ual of al? Hom is your ideal fend similar to/iferent from you? To show Sethe pupase ot bjectves onthe board At hat hay have achieve atv, te the wot th acti. tl Ss ‘+ Explain the task. Have three Ss model the conversation. * Sc work in small groups, Ss take turns describing their “ideal people” using information from their chart in part A. Go around the class and give help as needed + Option: Ss discuss other ideals (eg the ideal ‘bos/employeeteasheristudenthrothersister. Fora new way to practice diseussion, try the Onion Ring technique on page 7152 B Pair work + Explain the task Call on diffrent Sto read the ‘Ss work in pals to complete the task. + Option: Step 3 ean be done for homework. = Ss make final revisions. Then they turnin their work for checking Do your students need more practice? + Se tale about an iden friend in pairs, » Sevrite the first drat of to write ont paragrap HW eontent, 2 on ie paragraph, Tell Ss fucusing on Uhre ates zation, (2) gramesar 1 Option: write the para 2 Gr homework, ‘Assign Tor more practice i Workbook Exercises -5 Grama Vocabulary, on pages 3 Renang. and Wriieg Lab Guidetswrclzes +4 Using, Pronunciation on page Speaking, an Gromat That's what friends are for! «74© pensrectives Leaing objectives: complete fun qui see ebises with itantaaverdalcluses wit hen m coment AQ) (00 1. Track a} 1 Scooer the tet nd lok ony atthe picture, Ask Se to dscns hs questions In pal: Waar s happening? Hox do-you think he students and twocker fel? Would this anney you? Why? ‘While Ss are talking, write the le-hand column on the foard(anwers are onthe ight) Corman complains = tp ‘all phones ay people who tak with their mouth fal (8) forgetting nares @ fan ea morning phone call ® tou ating in hidren who seam om [orgeting brthdeys io people who or late = Block lmed. Set the scene. Ss wil hear eight ‘nmmon complaints. They are written on the board ‘but inthe wrong order. ‘ell Setolisten and number the complaints in the rder they hear them, Play the audio program, Then ‘Se open thee tooks and check their osm sven PRONUNCIATION 1 Nest, Se compete the quis navidually. Then Se ‘cual the things that annoy them and check thele {+ Option: Si find aut whe isla to them by ging round the clase and ask people what tele sere ‘vas: When the find someone withthe tame sore, Uhey wore wih that person ado part B ‘+ Esplin the tas. Ss read the quiz again. This time, they circle one complaint that bothers them most, on Ss w read each complaint in turn. Aske Sto ‘nse thrarhand if hey chose that complaint. Note Tho many people chose wach complain, and cnt the score. Which one bathers people ma? + Option: Ss with the same complaint work in groups They disoues these questions: Why dors that situation annoy you so much? When did it lat happen? What did ou do aout it? Option: Tell Ss to look atthe sentences in the quiz lit four ways of saying f don Fike. Write Ss answers a the biard (Answers Tite Te bothers tne. Tent stand, Aeupscts me.) Learning objective: notice and use inked sounds AO) [0 1, tack 5) + Explain that Bnglish speakers ften kink words together. They often link final canon to the vorel sound tht follows tet, Ieupets me Lean mond * Point out that we link sounds together, not ete Wot some examples on the boned Chae 2Ai7 Voge = fl = Give Ss time to read the two example ventence and tstudy the examples of eomsanant+ vowel inks in each sentence Play the aio progr Bi 1 aplain the tank read the sentences and dec which snd are Knked They mat the Hike sound 15+ Unit Play the audio program again Sslisten and check their answers + Gover answers with the las, Write the sentenors ‘on the boaed. Cal nm Seto mark the inked sands CPairwork ‘Explain the task. Model Ue rt sentenee in the quiz: + Sswork in pairs They take tuens saying the aeotences Op arwiae a ead celal sec «Pla the audio program again if needed + Option: practice reading the questions in the Perspective© crammanrocus lat tec rica pane © e014, tack 6) Bihan san BPR eicdor a errvansins ban til Se find examples of ntercn that begin ih Write the sentences onthe board ike thi ie ist] 3 7 | dont tke | it | inher | a cel phon 7 or | pga 7 ate eepesowet | | snr +A Shatin cach cota ete rl Cla hie hal ase ihe subject + verb i + uhem + aubjet+ verb © Pojot out that we ws it when in this structure rota} Sentences beginning with and adverbial clausex swith when «Tn the anme Perspectives, ask Set find two exarnples lof sentences that bngin with the word I. Weite the sentences onthe board. lao ad the phrane i embarrassea me it | bothers ipsets | me. when | 2 close end Ut | bothers | me | when | my doctor 1 Aide Shatin in euch column wo oict the ru Clmuse with it Ieevert + oect 6 «Play the audio program, * Option: For additonal practice, write these cues on the board aad ask 8 complete them oraly 1 he when Tebathers me when 1 dart be when... Ire upsets me when A # Focus So! attntion on the picture, Ask: “What i happening? How do yo fol when soxneone give you ‘compliment.on your elates? Elicit dean From th ean. ‘adverbial clause with when tuhen + eat ver INTERCHANGE 1 1 Shred the expres and cau alent, + Baplain any new yoeabulny. Kiet whieh phrases are Dorit tng kane), note fp, Fon bain le tn gai ee, A embarvanien ma "xplain th task, Model the frat one by let tions. Scimplete the took individually. Go around the elas ara ive help au ned. * Option: Fit 80 to use each exprosion only once und toad their own exprestion for numb 10 Se work in prs They ak tur reading thee entences aloud to compare responses, Remind Se foe on inking the word, * Elise So responses: Accept any dentences that are logical and rarumaticlly corre. Let Su sell-crmect helore you cnet them, [F] For more practice withthe expression, play El tiecTne-Tow un page T-148 B Group work Explhin the tank, Hl cennverntion. let. o “nut generous” Se work individually to write down five things that annoy them. Go arund Uh cask nd give help tu needed ‘Write some useful phrases on the board. Point out that theve are way to agree with somenne: el the same way ‘Absolte ‘ kvom what you meant — ‘Me tone neither fan say that again ‘+ S& work in small groups. 8 compare what annoys them, Encourage Se to use some af the pheases on the tard. Remind Sto ank follow-up questions and 0 ive their opinions Set a tine Timi of abot ten minutes Uhre $8 model the plain that wingy means ‘See pin T114 or teaching no Thats what friends are for!» 6“eBooks closed. Read the pre-reading questions aloud, ‘or write thet on the board. Ask Sto discuss the ‘questions in pairs ‘« Se predict what kind of information they will read in the article 1» Books open. Ss read the article silently. 8s should tend the article without stopping to ask questions or ‘use dictionary. 1» Then tell Ss to go back through the text and circle ‘words they ean't guess from eontext. Ss work i pairs {figure out unfamiliar voeabulary. « Blictor explain any remaining new yoeabulsry, fn carual acquaintance: somone you know but not stages a peridof development ompantonsbip: the enjrment of being with someane ‘approval Dolnters ips suggestions Belects inert et pay attention to {Gesibity te ability to change judgmental ities! Faults: personality problems or weaknesses Fora gvod way to find the meaning of unknown ‘words, try Voeabulary Mingle on paze T-153, A ‘= Explain the task, Ss decide what is true or false based on the article. Explain that Not given means the article has no information on that topic. 1+ Sereread the article indwidually and answer the questions + Then Ss campare answers in pairs. Se show their partners where answers are in the article + Gooover answers with the class aTwe 4 Not given sTrue 6 False Two ortiree sale, radutive than ae ong de Explain the task. Ask Sst find the first phrase (Answer: paragraph 2, sentence 8) Reed the sentonce loud. Eliet context elurs that help Ss figure oat the ‘meaning. (Answers: friendships may be lant, people ‘move away) T+ Unit Read the sentence in part B. Etct the answer, ‘Answer: ean locate) ‘Ss work individually or in pairs to find the phrases ‘and choose the meanings. # Go over answers with the clas. ‘= Option: Write these punctuation marks and their ‘nantes on the board ‘quotation marks — dash + bullet ‘= Sp work in pats to find this panetuation inthe article. Ask Ss to figure out the function. Elicit ‘answers, (Answers: quotation marks around “friend” fora special word; dash after lst introduces an explanation; bullets for alist; dash after Stick ‘with i functions a3 comma) © Pair work = Explain the task. Read the questions = Se discuss the questions in pairs. Ss can do the ‘exercise orally, or they ean write notes to compare with another pair. ++ Option: Ss write a poem fora friend or loved one, Ss fill n this framework: You are Someone who ‘Someone _ Someone who ‘And thats why Tare for you! lay Just One Minute on page T-146. Ask Ss to talk shout the article ora specific friend or laved one, Ermine Do your students need more practice? Assign for more practice in... Workbook Exercises 610 Grammar, Vocabulary, on pages «6 Reading, ane Wirting Lab Guide Exercises 5-6 Listening, Pronunciation, onpage ? Speaking nd Grammar Video Actity Book LUstening, Speaking, and Unt Cultural AwarenessCareer moves PEERS @ snarsnor Learning objective: learn vocabulary for dscussing jobs ‘and personaly types # Books elosed, Introduce the topic of personality types by writing the six types on the board ‘Eersonality Toes ortst omventional ent socal rraing Give definitions, reeyeling relative pronouns, some true and some flee (An artistic type ts someone ‘who likes working with designs and patterns. fancentional type is nomeane who likes leading people and making decisions). The class calls out “true” or “alee” ‘= Option: Ss think ofan ideal job foreach personality type. Then Ss cheek the Snapshot, ‘= Books open. Give Se several minutys to read the ‘Snapshot on their own, Allow Ss to use dictionary after they finish reading if they wish «© Blicitorexplain any new vocabulary trates havi allo bikin art [patter shapes that show bow a pies elothing i made onventional fling he ual Fue © perspectives ‘n this unt Se discuss the advantages and ‘disadvantages of varius ots and caroers, In Cycle, thy talk about ther opinions of jobs, sing gerund phrases as subjects and objects 4 Gyele 2, studonts talk about obs using the comparative. smterprising god at ding neal dia tings sch toneara wi Ea fers paper child-care workers omit whe wart with children Read the questions aloud. Then Ss discuss the 38 in pairs or small groups Option: Dray six columns on the board, one foreach personality type. Ask Ss to come to the hoaed and fine ‘up in front ofthe type they think they are. Then Ss take turns writing additional jobs for their personality type. Ask: “Which job ia the most interesting?” Tale a class vote. For a new way to review the eight jobs, try Vocabulary Steps on page T1B4, ‘To practice jobs, play Hot Potato on page AAT. ‘Ask Ss to rainstorm one job beginning with each letter of the alphabet Learning objectives: isten to people talking about jos; see gerunds in comtont AC) [60 1, Track 7) * Sook cloud, Set the scene. Ss wil ear people talking about four jobs, Two people give diferent ‘pinion abut each jb, * Play the audio program. 8 listen and write down, the fn jobs. (Answers: fl attendant, gossip columnist, “= Boake open, Tell Se a re their anes, the Perspectives ta cheele * [Bic or explain any new vorabulary. Eiit that Calvin Klein is one ofthe mont acces male fashion designers in the worl ‘= Txplain the task. $s rvud and check whic of tl speakers they agree with more plain the task. Go over the language ased by the speakers in part to agree or disagree (ex, Not sof I ddon't think so don’ agree! Tm not sa sure) 'Ss compare their answer ask fllow-up questo Play the audio program again. Tell $s to focus on the intonation used for disagreeing and presenting: opinions, rin pairs. Encourage Soto Ss practice the conversations in pairs. ell sto try to imitate the original speakers intonation, For a new way to practic this Conversation, ty Say With Reeling? ow payo'T-150 and Disappearing Dialog 02 page VA51© ceamman Focus Lsarning objective: practice gerund phrases as sbjects ands bets © le 1, Wack 8} 4 Blt or explain that «gerund is formed by adding Jing toa vere. designing being Tins the name form a: the present cntinuoos. However, a gerund is pou, so ea be a ubjet or an abet ina Sentence “oteln Se emerber the svactue, encourage them to Hoyts workout les theres. Training Se inthis kil il Ielpthem desl wth new structures inthe ute. + Wite on the hoard: Getued pheoses 1 As the sujet of 9 sentence eng a fight attendant wuld be intersting DAs the object of the ver I would enjy brig 2 ig 3 Ai the object ofa preposition Im wersted n bung a fight attendant + Play the audio program. Eli or explain the difference bebween fun and fanny ef = exible, funny = mabes you lou 1 Focus Se attention onthe Perspectives on page 8. Tell ‘Stounderline the gerunds Call on So write the serunds on the board. (Answers: desing, clothing, being, traveling, writing, finding, working, bein, _rttng) Noe: Clothing designer ia noun phrase feating and rewarding are patipial adjectives + Option: Ask Ss to use the gerund on the boards sujecs. Then ask Sto une the gerund as objects leg. Designing clothes ia job for men and women Calvin Kien is reat ct dnigning lathes) A + Explain the task. Use the example sentence to model the task. Have Se read the gerund phrases in column A. Bxplain any new voeabalary tendant TS Unit2 ‘+ Option: Revie oF present other adverbs that Se can tute with the adjetives in column C eg, pretty, kind: ‘of ealy, very, extremely, 80, quite incredibly). ‘= Se work individually to write their opinions of exch “nb, Go around the clase and give help a8 needed, * Go over answers with the class. Accept any anawers that are logieal and grammatically correct. Tat Se corractprtions tomseives, Then expat tose errs thar Ss B Pair work ‘= Explain the task. Model the task with several Ss ‘using the example conversation inthe book, ‘= Sework in pairs, Ss compare their opinions about the Jabs in part A. Go around the class and give help as heeded, Make notes of errors with gerund phrases, ‘= When pairs finish, write some o the errors on the board. Bist corrections from the class. © Group work ‘= Bxplain the task, Ss complete the sontencos with gerund phrases as objects, Ask a $ to read the example sentence 1 Ss work individually fo complete the task. Go around ‘the class and give help as needed ‘= Then Ss work in small groups. They take turns reading their wetences, Encourage Ss to ask fllow- Up questions and to give more information. ‘+ Ask each group to choose the theee most interesting sentences. Different Ss read them aloud tothe lass. + Option: Ss go around and exchange their information with classmates For more practice with gerund phrases, play Trae fr False? on page 148.Qrowrwe ee Learning objective: lar suites forjds A “+ Expl the task Ask Sto oad the example ‘= Secomplete the tack individually oc in pairs, First, Ss ind suffixes to form names of jos. Then Ss write the trords in the chart. Remind Ss to add one more ‘example to each column, ‘»-Tocheck answers, draw the chart on the board, Ask ‘Seto come up to complete it Wreponer _erobisinswuctor Webesigner counselor photowrapber —docorstor Gessipcolurmist —comacian SPEAKING payehintriet pottietan harmacit Ceterinarian Devchologiat lta (ote: Altona examples ere nized + Pronounce the words. Explain that pis silent fn words beginning with pay. + Option: Ask Sto name jobs where the verb and noun are the same (e.g, coach, cook, guide, TV host), + Option: Ask to tale about the jobs in the chart, using gerunds as subjects or objects. B Pair work 1 Aska Storead the example definition 1+ Se work in pairs, Ss take turns making definitions, Remind Ss to use someone who or someone that. [Fj Fora new way to practice jobs and their sufixes, try Mime on page T-148. Learning objective: ak about unusual careers Group work Brainstorm some unusual careers or jobs (eg ‘astronaut, sere! agent, menu writer 1 Ask three Ss to model the conversation, Point aut the follow-up questions WRITING + Ss work in cmall groupe, Set atime limit of about ten minutes, Ss take turns talking about unusual careers, Tell Ss to ask two follow-up questions each per diseussion. Go around the class and give help as needed. Learning objective: wite about the advantages and disadvantages ofa parcuarjob A ‘= Explain the task. Aska 8 to read the model paragraph aloud Discuss the title. Go aver the ‘useful expressions Elicit other expressions (eg, One advantageiioadventage is Se work individually. Ss choose one ofthe jobs they talked about in Exercise 5 (or another jbl: Ss make alist of advantages and write a paragraph, Enenurage Ss to write about atleast three advantages. Remind Ss adda ile. Go around the class und gave help a needed B Pair work * Sk workin pairs, They read each other's paragraphs nl the disadvantages of their partners job. Encourage Ss to write about atleast three disadvantages, Remind Se to add ttle. ‘Option: Ss do this stp for homework C Pair work ‘Sc exchange and read each others paragraphs about Job disadvantages. Partners say ifthey agree or disagree Do your students need more practice? ‘Assign on pages 7-9 {for more practice in Grammar, Vecabslay Reading. ana wetng Career moves * T-10—£;_:—aAe——ee @ conversation Learning objectives: practice a conversation about _svmme abs; See comparisons in context AQ) (01, Tack 9} “+ Books closed. Set the ene Tray andl Mark are tatking about summer obs. Explain that inthe Unite Staten young people often get a fob daring eumener ‘actin top fr their ties oro pain experience Aa “What ob has Tracy found?” Tell Sto lisen for the answer + Books open. Play the first fv ins the audio program. Elicit he answer. LARSWer: Working a an Somserent park) + Sccover the text and look atthe picture. Explain that Uhese are Mark's wo leads or posible jobs, Write on the bard: le might work as an inten at record compa He may work asa landscaper, mowing lawns lit that an intera sa person working to gain experienc, usually fr litle or 0 pa Te Sto ue arte card cove theex vile hey Took tthe pictures, Suggest that Ss wie "Don'look!” nthe cad, and to kep itor future use. + Ss compare the tv jobs in pairs. Ask Sota discuss the advantages of each # Draw this chart on the board, Ask Ss ta copy i. Tell Se to write their notes in the chart as they listen, GRAMMAR FOCUS Advantages Intern Landscaper «at nt Py i pra ihe er ute arenes: ner reine Sees nota much wor Lander eae secon peta + Option: Holds dacnion Aske What you tnt sna ayo? Dee snd fat? Then a ‘hort wo pe waldo pete? Why + Boks oon Pay the sai rogram again Seinen ded Ak trent Sed ach ne iu + Spastic ti conversation np B® + Tad the fet queton al Seiten rhe Sees Fo cast jet an nga eae frie Andi orig Ser page F224) Tracy going to work at Chidren’s World at the ‘amusement park, where shel each young kids intresting games and educational activites Sho'l also wear a costume and grec people around the park Learning objective: practice comparisons with adjectives, vars, nouns, and past paricples © (€01 Track 10) * Play the audio program. Ask Ss to underline the adjectives, yerbe, une, and past participles. * Point out that all the comparisons ars based on the same few structures. Weite them on the board more than better. than a8. as ess, Wom worse than nok s,s * Givea few examples with familiar eacupations ee, A chef ia better paid than a waiter.) Ele ‘ther examples A + Explain the task. Model the first sentence as an example * Se work individually. They complete the sentenoes vith the words in parentheses. Remind $s that there dee aaveralcorret anawers foreach item, TM + Unit ‘= Ss 0 over their snswersin pairs. Then go over answers with the elas ‘An intorior decorator fetter pid than a fashion ‘andscapnrs have less education than veterinarians, Working a coman i harder than ing» pu ‘Acrbies instructors een les than soccer coaches iz more than a police officer. fers ob is ess artistic than 2 TV 6 B Group work * Aska S to read the example sentence, * Se workin small groups. 84 think of one more fomparisn for each pair of jobs, They take borne making up sentences, Go around the akg he class and give * Gover answers with the, rv the clas, lass ict § ! responses© pronunciation ; Learning objective: notice and.use stress in compound ‘= Write 8’ answers on the board. Sa practice owns pronouncing the words: “© Option: Ss close their books and try to remember the AD [C0 1, Track 1 ae jobs, saying them as quickly as possible + Books closed, Write the following jobs onthe boa ‘Ask; “What do these nouns have in common?” 8 Group work thas driver gossip columnist choir director + Dictate this sentence, or write ton the board: f= Blicit that these are all compound nouns (two-word Being a taxi dever would be more interesting than nouns), In gompounid nouns, the main stress falls on boeing a bus deve, because the frst word 1 Ack Ss to complete the sentence."Then ask pais to ‘= Play the audio program. Signal stressed words by compare answers. tapping a pencil o clapping 1 Blicit few answers, Remind Se to use comrct stress. ‘= Books open. Play the audio program again. Sslisten «Explain the task. and repeat tappingor loping on eachstreseed Word. Swart in amail propa Sa lcok enc SBM aRE ‘= Ss work individually to add two more compound nouns acide which job would be more intersting Thy to the chart. Ss can Took back through Unit 2for ideas ‘as ten calcio ona ee LISTENING Learning objective: develop sks stoning descriptions BC) A© [00 1, Track 12] = Explain the task, Read the focus question, * Play the audio program again. This time Se take notes. Elicit answers, Carlos tikes his job because the kids ae fun to work wth, ‘= AskSe to identify the workplace in each piture, ‘Answers: an office a school a restaurant) = Ask: “What would it be like to work in each place?” Blicit Ss ideas. ‘= Play the audio program. Sslisten to find out who "and he gets to choose his awn hours paae sais Pau! dowel i job becauae ia ealy hard work, ‘and i's realy notin he ktehen, Poche ceript (See page T-224) Julia tikes her job because she works with many other dents, and they Rave fun when thy re not making Calla I rally eaty, 100, and she goto sloop late = Gover answers with the lass Tidus 2Carloe a. Pau ROLE PLAY Learning objectives practice making comparisons amang _» Seta time limit of eight to ten minutes. When time is various sunmerbs takepart in a ole lay mame ples yu heard on the ard Se sugestions on how to comet them. Group work = * Aukcthree Ss model the conversation. Gover the Group work criteria in the chart all on groups to say who has the worst job and why, '+ Baplaio the task. 8 choose a job from the unit. Give Encourage 8 to ask follow-up questions. Sr time to think about the eriteria forthe jb they chine. The yoal isto explain why each $ thinks his ‘arb jl inthe wore. For more practice with these structures, try Bind Someone Who... on page T186, '» Berole-play in amall groups. Gn around the class and fisten in. Tale notes on problesns @ irenchancez Seepage T-16 for teeing ite, Carver moves * 712‘Lenmning objective: 1 Boks dosed, To introduce the top, ask: “Who h Jbnow? Ave you working parttime ot fll me?” 1s Ask Seto workin pairs to brainstorm things people do towand out at their job. sk each pair to share ‘Gomer of their ideas with the class. ss Books open. Ask a Sto vad the title ofthe artile, Elicit or explain the meaning of strategies. (Answer: plans and skills used to reach a goal) 1 Ask Ss toread the pre-reading task. Ss sean the ‘rte to seo if their ideas are found in the artile. ‘s Blicit or explain any new vocabulary. ‘workforce: employees Tone laing of r firing of employees ‘Gistinguish yourself rake yourself naticenle ina cexpertsn portn with high evel of ill or knowlege a spenfearea pth your ideas repeatedly tl eter people your ideas [Pruoe: say geod things about somenne or something Empacts the eect on somene o something bpuninenlike in manner appropriate fr business A ‘» Explain the task: Ask different Ss to read the headings aloud, Say thatthe headings express the topic ofeach paragraph, ‘= Se-work individually to match the headings to the paragraphs. Allow Ss to consult with others:near ‘them if they want help, * Option: IfSs are having difficulty, work with them as ‘class Show Ss how to do the easiest ones first * Gover answers withthe class. Ask: “What i the heading forthe (est) paragraph?” AKernatively, sake ‘sn early finisher to write the answers on the board, Bepostive Ertapawais ti sensing pei U iver seocng Bao ni T13* unit2 ‘+ Explain the tatk, Point out that Se are only determining which employees are “east likely” ‘and “most likely” to lose their jobs. 1 Sscheck the bores: Ss also underline the sentences that helped them make their decisions ‘= Go over answers with the class, {helpfulformation ein ies) Jeti She always finds something good to say. postive People who find things to complain about fre lt les popular than people who find things fo praise. Having @ good attitude s important) 2. lows Hao arrives on ime avery day. (Being 2 good (vorker i sometimes less Important than raking sure That people lnow you're a good worker You can often mate positive impact on your bass by arriving early ‘and working late) C.Group work = Ask Ss to read the questions aload. «Ifyou wish, write additional discussion questions on the board ‘Do you agree wth al of the tps? Why or why not? Wiich ones would be easiest hardest for you to do? What can a company do to keep employees happy? + Se discuss the questions in small groups. Tell the groups to ask one person to write down any new Strategies they think of, ‘Ask the groups to share any new strategies. Write them on the board. Also ask the groupes to share other {interesting ideas from the discussions. Eman Do your students need more practice? Assign Tor more practice in (Grammar, Vocabulary, Workbook Exercces 5-8 Lab Guido Exerciees 47 onpoge? | Video acuwty Book LUstning, Pronunciation, Speaking, and Grammar Lstening, Speaking, and Cutaral AwarenessUnits 1-2 Progress check SHASSESSMENT Teaming objectives: refect on one's learig: dently sreasthatnand improvement aps. “What id you learn in Unite and 2 Bit So snsrers is Se cmmplte the Selfassesment. Encourage them 9 Sr synteny wile gees bad rade Hey check" He” @ sreanne Leaming objective: assess one's abil f0use relative clauses a fe Explain the task. Model with an example of your fown, Say-“Letis see i ike to goon vacation with Simeone who is organized, 20 Tl write organized Ipere And Talo like someone whois calm, 0 TM vwite can.” @ustewne Learning objective: esses one's ity to exres kes and ishtes waht clases AD [00 1, Track 13} Blain the tank, Ask aS treed the chart 1» Ack Seto predict complaints they might hear. * Tells tolistenfor the complaints. Play the audio program once or tice Ss complete the chart. Remind Ss to use their own words. * Sscumpare answers in pairs, Play the audio program ‘agin for Se to check their answers, Audio seript See pope 7.225.) *» Gouver anowers with the cass ‘= Ssmove onto the Progress check exercises. You cam have & complete them in lass or for homework, sing one of these techniques: 1. Ask Ss to complete all the exercises. 2, Ask Se: “What do you need to practi?” ‘Then essign exercires based on their answers 3. Ask Ss to choose and complete exercises based on their Seléassessment. + Ss complete the task individually: Remind Ss to write tswo qualities foreach situation, Go around the class ani give help as needed. B Class activity ‘+ Explain the task. Ask two Ss to model the conversation. + Seo around the class to find someone they eould do each thing with Ann bignest complaint ‘adios ured 2: hen thay take ther dogs when they go cut and Item porkand tot ther leave ther dogs at home make messes sl day, barking ‘wen they itercupta when they're louder Ballgame stiemest_ "han herons Johns biggest complaint nen they ve toa fast, wien they try too hard to B Pair work Explain the task. Read th the example + Ss discuss complaints i pairs, Remind Ss to use clauses with i and when ‘= Ask Ss to share complaints with the class. Write each ‘new complaint on the board, See whieh complaint was mentioned most often question. Aska S to ead rHLearning objective: assess one’s ability to express Kes and fshtes using gerund phrases A Group work fs Explain the task. Ask four Ss to model the conversation. ‘= Se work in groups offour to ask and answer ‘questions about jobs, Bach S completes the chart 1B Group work ‘+ Explain the task. Read the questions ROLE PLAY = Se work in the same group oF a different one. Paint ‘oat that Scan talk about other aspects, ‘= Askone $ from each group to ¢hare the mast ‘unusual, the best, and the worst jobs from the group. + Option: Each S writes a short paragraph about the jb he or she chose and the job one of the group ‘members chose Learning objective: assess one's ability to make comparisons to alk abaut jobs + Blicit or explain that a endhunter isa person who finds new employees for companies, Explain the task. + Divide the elas into pairs, and assign AJB roles Student Ae are the headhunters, Student Bs are the {oh seekers, Ask two $s to model the eonversation, Read the questions Give Ss time to plan what they are going to say ‘Se ule-play in pairs. Encourage Ss to ask as many questions as possible, rather than choosing ‘ajob quickly WHAT'S NEXT? = Secchange roles and repeat the role play. ' Option: Divide the class in half. Half ofthe Ss are headhunters, and the other half are job hunters The headhunters sit at the front ofthe class and tell the ‘lass whieh two jobs each has. The job hunters then ‘come up and talk to any of the headhunters. Set a time limit of ve to ton minutes. When time is up teach $ chooses job. Leaming objective: became more involved in one’s learning * Focus Ss'attention on the Self-assessment again, Aske “How well ean you do these things now?” TAS Units 1-2 Progress check = Ask Ss to underline one thing they need to review. ‘Ask: ‘What did you underline? How can you ‘= Ifneeded, plan additional activities or reviews based (on Ss answers,In this unit, students discuss favors and ‘messages. n Cycle |, hey al about favors, Could you do me a favor? Ppt @ snarsuor Learning objective:lexmn about favors ‘money? Weite Se ideas on the board. Ask Seto ‘= Option; Books closed. Introduce a vl-nown sess what the top three were. proverb: "A friend in need isa friend indeed." Beit» Books open. Tell Ss to read the Snapshot Did Ss the meaning: (Answer: A friend who helps you when ‘qucss any ofthe favors people dislike heing asked? ‘you need itis a true fiend.) Then ask: “Should you Rea the questions atic es eae wars ayo ta end? What woud yo do Go around the dass ond ga tae aaa if your friend asked you a favor you dda fe! sana aigadi en ee ged about?” ‘Then each pair joins another pair to compare their answers * Option: Clarify the difference between lend and ; borrow. To lenis to give; to borrow is to take. something you do to help someone else helpful, ask an artistic S to draw a picture on the With the class brainstorm the favors the people board that ahowa the difference between tha sight have mentioned (eg.,Can you lend me some fovaee CONVERSATION Learning objectives: practice a conversation about borrowing: see request with modals if clauses, and gerunds incontert AO [C0 1, Track 15] Explain that people were interviewed about favors they disike being asked. Elicit that a favor is ‘Thanks a million. Thank you very much, aogicaleetaeen etapa ‘couple of times: one or two ties + Play the audio program again. Ss listen and read. ‘= Ask Ss toonver the text and look at the picture. Asks [Ask Se to focus on haw Rod agrees to Jana's requost “What are they doing? What are they tallcing about? (exe, That's OK, Tguess, Tguess 9.) What does Jana want to borrow? Does her friend Rod want to lend it? How do you know?" Elicit ideas. i : Pree Gas ticket ce ‘ara new way to practice this conversation, try See vtec: Mrinal lear ‘= Write this incorret surnmary on the beard: This weekend Jana is gong to h + Ss practice the conversation in pais. 7 ; ous's = Read the focus questions aloud Paces * Play the second part ofthe audio program. Pause “She weul ie to pick the carro up tonight ghee ere ee ABkSetolistenandcarect fur nintsken Play the" S8COMPHTE wer in pe. Et Sy respases Auli program again. Go over Ss’ answers. (Answer see ey Se icete her hest friend's wedding, She wants Busi sacri pee the pio for Maite he hv wed dip camera couple af times, Shel! pick i up om ox nay Jane wast bortow Andy's sutease * Ss read the conversation silently. Seana ‘ana wants to borrow Rose's eat ose doeait vores te anel ter the ar batnioa ral # Elicit or explain any sew vocabulary a ' Option: Ask pairs to role-play a similar tolephune ieorainty sonversation, Ask Ss to ait back-tnback. If time allows, ask one or two pairs to perform the rule play’ for 16GRAMMAR FOCUS Learning objective: practice making requests with modsls, W clauses, ard gerund © (0 1, Track 16) Requests with modats,iPelauses, and gerund ‘= Books closed. Ask afew favors around the clase using modal can and could. Write them, ‘on the board ‘Can! boron your pen, plese? ‘Gould you led en your cell phone? + Books open, Focus Sx attention on the Conversation on page 16. Ask Ss to ind two examples of requests betinning with would. Ask aS to write Uhem an the boar Weld vou mind if | borrowed 2 Would be OK f picked t up 2 Explain that there are many ways to as favor. They also vary in degrees of formality + Point out that we ase can and could for tnformal requests, Elicit thatthe structures with would are ‘nore formal, We use them with people we don't naw well or we use them with fiends ithe requests ‘ery demanding + Play the auto program, Point out the continuum. + list or explain the structures usod in requests 1 Request with iclauses andthe present tense Teit OK f.. ?and Dosou mind if... Pare followed bythe present tense Iki OK borrow your phone? Do you mind 1 use your CD burner? 2 Requests with elauses and the past tense Would i be OR if... # and Would yne mind if? are followed by the past tense: Would tbe OK iI picked it up on Friday? Would you mind sf borrowed your new digital camera? Note: Would you mind is answered with “no the request is granted. "Yes" means the person denies the requert. 8 Reapests with gerunds (ing) Would you mind (without 8 followed by gerund Would you mind letting me use your laptop? 4 Requests with if clauses and modals Wander +f flowed by a modal T wonder i could borrow sme money. Twas wandering jou would mid leting me Note: wonder + ifs nota question [2] For more practice with request, play Rien Far It! ‘on page E148, Assigns structure to each wall Prosent tense, past tense, modals, and gerund, TAT © Unit ‘Tell Seto make their own requests and ase fayors around the lass To check that Ss undarstand how to fornthe new structure, ask 8 to generate the own examples A ‘Read the eve, Then ask 2 $ to complete the conversation with you, ‘+ Sscomplete the task individually. Ss read the cues and make up requests. Eacourage 8s to use their 3m words, Go around the class and give help as needed. * Flict 8’ responses to cheek answers, ‘= Then Ss practice the conversations in pairs 1. 1a wondering # you'd mind lending me your ‘underwater camera. fm going ona ving tip. 2 sit OK HT use your computer? 3: Would you mind giving me 9 ride to class? {Can you help me move on Saturday? 5 Could you lend me your DVD of SpiderMan? £ Would tbe OK Thad. aacond piace of pie? 8 ‘= Explain the tsk, Model the fist example ‘Elicit more examples. Write them on the board: wonder if could borrow two dellars for | was wondering f youd mind lending me few dollars for Would it be OK if borrowed some money for... ? + Ss complete the task individually. They rewrite informal requests to make them more formal. Go around the lass and give help as needed. Ask diferent Ss to read their formal requests aloud. “Mosel accepting some and deelining others. SI: Wotald you mind if borrowed 2 couple of dollars Foran espresso? T-No, Notat all. Here you yo./Tm really sory. All have is a dollar. Tell Ss to look at part A for more examples of ways twaccept and decline ‘= Ss workin pairs They take turns making requests land responding. Go around the elass and check for Togical and grammatical responses. Tivou note consistent rab genera ifcutis ith 5 Sap and go overLearning objective: learn to sound natura sing ‘unreleased consonants AD) (001. Track 17) ‘Tl Sto compar fn. flly id wih AV A the pase eo Doug” nan unease form, + Piny the fit part ofthe audio program ance oF (en, Pause to alow Soto repent. Eneourage Seto say the tunrleased consonants fi. lenny Uvem with the nxt word + Baplin that te eastrto blend these consonantn ‘han i to pronounce them separately, LC) = Bal ‘© Se work individually. They circle the unreleased consonants in the conversations. he task ‘AL wonder 1 could Borrow Hat bok 1 Ven ut can yu take ft back Yo reg tomorrow ‘would au ind ovina Abt ome ela moving at Soy. ty ctor ad my th na 4 Play the sonal part ofthe audio progr ‘and cheek their answer, 5 + Tho Se practic the canersaion pen © Option: 80 work in pains. They prnctie the ceonvernaticna from Grammar Fou part ‘page 1. Remind Sao pay atten Ciutnnad etioaiala 9° LISTENING ning objectives: develop skits inistening for To practice roeognining different types of request, ’ ‘poetic tsnaeto kan reqvest ion ipine Somerseene ©) (00 1 tack 14) ‘= Bxplain the task. Se listen frst for what each caller requests += Play the audio program. Pause briefly ater each ‘conversation for Ss to write down the requests Audio script (See page 7.225.) «= Play the audio program a whether the other peri in, Se listen to find out gnoos 0 to requent, 1 Se york in pairs to compare information, Elicit ‘responses around the class to check answors. eto borrow Sandys vidoa game 4. Pht wars Ling to take care of i bi wo ne'eawny, yoo © warne try Stand Up, Sit Down on jaye TI). B Pair work ‘= Modal the task by roleplaying tho phone ‘eotivoraatinns with $8, Write phnavos on the board tihelp Ss begin and altho conversations: HellayHh. This Un. Hye gota favor to ask yous Could you Wal thanks arpway. Bre! Yeah see you m clas tomorrow Good bye + Remind 85 to use their own word, Toll St roleplay seeping and delininy ech request ‘© Sh work in pat ‘ll Sn to sit backeto-back to rolesplay. Go around Uno class and note any’ problem ‘areas, Go over the problems with the ena ater ‘tho roe play Lonming objective: write an ovina! o mail request A 1+ explain tho Lash, Ake 8 vo real to fst wana 1 Se work individually. They write a e.mail wow dnsamate vnking several fuyor, Haan 8a Inde anon or thot eequoat, Sat in Ht of vi he lan ad ve bl 1B Pair work ‘Kgl he ta, Aa a8 trond dhe peo ml ‘+ Sw oschange enya and write epion seroptin oF cling rognunt ‘5 Tell ito give reasons Fr destin requ 1 Set tine Unit of fvo minatan, Who tne Be Si oxchnnge het ron agi ad ro en Could you do mo a favor? «718‘See pagy T-116 for enching notes ‘Do your students need more practice? @wono Power Learning objective: earn collocations of words used for ‘making requests and responding A + Focus Se attention onthe frst noun (an opalogy) and fon the four verbs. Ask: “Which ofthese verbs is nt usually paired with apology?” Elicit the answer (Answer: do) Ss erase it out. ‘= Ss complete the task individually o in pair. ‘Challenge Ss to doit without checking a dictionary To-save tm, have Ss ook up the vocabularyina dlctionary beloe clas, I helpful assign Ss afew words each, mbich they can teach each ather i lass. + Ss compare answers in pairs. Then elicit responses. * Option: Read aloud the words in the lit. Ss repeat. Elicit other possible eollocations forthe words. To 3. make 20 afer Soler — T.do 6 deny PERSPECTIVES Tor more practice Reading, and Wetting Listening, Pronunciation. Speaking, and Grarnrnar ‘Assign Workbook Exercises 1-4 on pions 13-15 Lab Guide Exercises 1-5 an pages [IED Toten ss remember new vocabulary, show them how to store itusing diferent methods, eg, lists of words, charts, Pictures, word maps, Ask Ss to shareidees from their vocabulary notebook B Pair work ‘= Aske two Ss to model the conversation ‘= Bxplain the task ‘Elicit questions Ss can use in their conversations. Write them an the board: When was the lst time you... ? How often do you... ? How would you fel if... ? What would you say if... 2 "work in pairs. Ss use the collocatons from part A in short conversations, They take turns asking and ‘answering questions. Go around the class and give help as needed, Practice the eollocations with Vocabulary Tennis on page T-147 (e.., Team A ~ return; Team Ba ‘compliment; Team B ~a gift;'Team A — refuse), Learning objectives: practice leaving messages; listen to indeact requests made in context AC) [€0 1, Track 19} * Bones closed. Set the seone, While JefF was at lunch ‘day, eight poople le mensages, * Write the topic ofeach message in random order on (he board pico last nights date party rupert birthday present has beta! Play the nadia 5 tawee: 6 gram, Pause after the first message, id. decide what the menage was abun arty) Write number 1 nent bo party Ta9* Units * Play the rest ofthe audio program, Pause alter each message. $a listen. ‘* Books open. Ss read the messages and check their answers. Histor explain any new vocabulary © = Explain the task: Aska $ to read the list of people Explain that more than ane answer is josie = Ss work individually to decide wht *= Se go over their answers in patirs, Answer any ‘questions 8 may have, bos: 4.7: gona 1. 3,8, 6: moth A each message