Dee echo TLE TLPublished by Express Publishing Liberty House, New Greenham Park, Newbury, Berkshire RG19 GHW. Tel: (0044) 1635 817 363 Fax: (0044) 1635 817 463 ‘e-mail: inquiries@expresspublishing co.uk http: /www.expresspublishing. co.uk ‘© Viroina Evans & Jenny Dooley 2004 Design and illustration © Express Publishing, 2004 All rights teserved. No part of this publication may be reproduced, stored in 2 retrieval system, or transmitted in any form, or by any means, electronic, photocopying or otherwise, without the prior ‘written permission of the publishers. Frst published 2004 ISBN 1-24466-599-2 Acknowledgements ‘Authors! Acknowledgements ‘We would like to thank all the staff at Express Publishing who have contributed their skils to producing this book ‘Thanks for thelr support and patience ate due in particular to: Megan Lawton (Editor in Chief), Stephanie Smith and ‘Michael Sacer (senior editors); Andrew Wrght (editorial assistant), Brian O'Neil (senior production controler) and the Express Publishing design team, Warehouse (recording producer and Emily Newton, Kevin Haris, Danie! Parker, Erica Thompson and Timothy Forster. We would also like to thank those institutions and teachers who piloted the manuscript, and whese comments and feedback were invaluable n the production of the book “The authors and publishers wish to thank the following, whe have kindly given permission forthe use of copyright material: Unit 3a: © 2003 the Jane Goodall Institute, wirw/anegoodallora/ on pp. 30-31; Unit 3b: © Henry Doorly Zoo, wwnwomcha.org/ on p. 33. Culture Clip &: RRS Ernest Shackleton © Copyright Natural Environment Research Counc Brits Antarctic Survey 2004, wow antarctca.ac ub/ on p. 39; Literature Comer 7:Charle and the Chacolate Factory by Roald Dahl, published by Penguin Books, by permission of David Higham Associates on p87 Photograph Acknowledgements Unit 1a: © everetcollection / imi image group On p. 7. Culture Clip 3: RRS Ernest Shackleton © Copytight Natural Envronment Research Council British Antarctic Survey 2004, www.antarctica.ac uk/ on p. 39; Culture Clip &: Bognor Birdman © Spirit FM, www spiritfm.ne on p. 73; Unit 7a: Nir Greenjeans © Copyright Fabulous Savings, 2000, www fabuloussavings com, Rainforest Café and Captain John's Harbour Boat Restaurant © Copyright 1997-2004, toronto com; and The Old Spaghetti Factory © warw oldsnaghettifactory ne on p. 79, Culture Clip : Lenny Henry, Rowan Atkinson, Bily Connolly and David Beckham and Victoria Beckham (Posh and Becks) © Copyright Comic Relief, ‘rawr comicrelief ora uly on p. 171 Colour thustrations: Stone ‘Music Compositions & Arrangement by Ted & Taz While every effort has been made to trace all the copyright holders, if any have been inadvertently overlooked the publishers will be pleased to make the necessary arrangements at the first opportunity.Upstream PRE-INTERMEDIATE Teacher's Book Virginia Evons-jenny Dooley ad» Express PublishingUNITY + people (character | character adjectives, appearance; | ~ Characters Large than Life (multiple choice) Heroes and S appearance) | personal qualities + Beauty isin the eye of the beholder (mic Villains ‘amtonyms; adjectives wth cloze) (pp. 6-15) prepositions - Literature Corner: Scandalin Bohemia by ‘Conan Doyle (TF) UNIT 2 + jobs & places city ifercountry if; jobs & job | - A City Slicker or a Country Lover? (Tf) Lifestyles + lifestyles qualities; describing places; parts | - signs (multiple choice) (pp. 16-25) + the cty & country | of a town; commuting ~ Culture Clip: Celebration: dream town Look at Module 1 [Focus >] introducing the themes in module 1 Divide the class into five groups (you can give each S.a slip of paper with one number on it from 1-5, then ask them to find the other Ss with the same umber and form groups). When the class is in their five groups, ask them to find the picture that corresponds to the number of their team. Allow Ss 4 minutes to brainstorm within thei groups and ‘come up with as much vocabulary as they can to describe each picture. Walk around the class, monitoring and prompting Ss where necessary (write: place, people, atmosphere, feelings, theme, to help 9s come up with ideas and provide an example for each category) ‘Ask each group to report all the words they came up with and use them to talk about their picture to the class, Write the vocabulary on the board. Ss copy the words into their notebooks. Encourage Ss from other groups to ask questions or add details. Then, ask $s to look through units 1 and 2 and find the page numbers for the pictures. Ask Ss around, the class to report back with their answers ‘Answer Key (See overprinted answers) Draw Ss! attention to the first picture on p. 7 and ‘ask them to scan (the spread (the other photos, the tite and subtitles, the text, the rubric/prompts and tasks) in order to speculate about the picture (the reason why it has been chosen/in what context they expect it 10 be used/what they think is expected of them). Prompt Ss by saying: 1 Whydo you think this picture has been chosen? Siz Because it shows a bad and a good person and / think this lesson is about good and bad guys T Alexander? What do you think? 52: lagree because the ttle ofthe unit is ‘heroes’ which describes people that are brave and kind, like Frodo, Peter Pan and Snow White in the pictures Yes, butare they real people? No. They are from films and stories Film and story characters then. What do you think ‘villains’ means? Natasha? People or characters that are bad. That right. What do you think you have to do? | think we have to talk about the characters in the pictures read the text and answer some questions. ‘Oh, then we have to tak and write about our favourite hero or villain. Ask Ss to go to the page the next picture is on and do the same. Prompt Ss where necessary. aga £78 5(T) > Find the unit and page number(s) for In pairs, ask Ss to go through the list of items they have to find and elicivexplain what they are and where we would use them, Allow Ss some time to browse the units in pairs and find the page numbers. Check Ss" answers ‘Answer Key dassified ads: Unit 1, p& Unit 2, p.24 (small advertisements you put ina newspaper when you want to.buy or sell sth or look for or advertise a job) {an e-mail: Unit J, pp.10/14 (an electronic letter you send ‘ver the Internet. used for business or keeping in touch with friends) Jokes: Unit 1, p12; Unit 2, .23 (short, funny stories you tellwhen you want to make someone laugh) «a town map: Unit 2, p.19 (a drawing of a town showing streets, roads, etc used to find your way around) signs: Unit 2, p.18 information displayed through pictures, symbols or words, used to tell or warn people ‘about sth) ‘quiz: Unit 2, p.20 (a short test used to get information from people or find out how much they know about sth) @ CV: Unit 2, p. 24 (a short written document with a person's details, work history and qualifications, used when applying fora job) Select Ss to read through the list of items that will be covered in the module Elicit definitions or explanations for any unknown words, then ask Ss to go through the list and put a tick next to the items they feel they know or can do, a cross next tothe ones they do not know or are not sure about, and a star next to the ones that they think will be the most useful. Select Ss to report one item they have ticked and one item they have put a star next to. Explain that each module has a Culture Clip, a Literature Corner and a Curricular Cut. Elicit explanations/definitions of these sections by referring Ss to the texts and asking them to try and uess the meanings from the context AnswerKey The Culture Clip must be about lifestyles in diferent Countries. This one must be about a town in the US. The Literature Corner looks into famous books and authors. This one is a Sherlock Holmes story by Arthur Conan Doyle. The Curricular Cuts must be short informative pieces from various school textbooks. This one seems to be about English history.express likesidisikes! preferences # ask for/give directions ict out a job interview Practise ‘the present simple/continuous a adverbs of frequency Look at Module 1 + question words + comparative/superlative forrns ‘= -ing/infinitive forms * pronunciation * intonation (expressing ‘© Find the page numbers for pictures 1-5. p Find the unit and page number(s) for * classifiedads = surprise & concern in stressed + ane-mail o lables) | + ites ] + phrasal verbs: get, pur * atown map oO | © signs oO Write | + aquiz oO * a short paragraph about your favourite herofine) «acy Oo pas , — or villain * acassiied ad > Listen, read and talk about i eanal teak + character & appearance * an informal letter of advice + habitstoutinesifestyles + a short article about yourself and where you live + places & geographical features + a short desctiption of your neighbourhood signs a short quiz about the capital city of your country + obstworkplacesjob qualities * aletter of application ‘earn Row to Culture Clips: Celebration - Dream Town USA + describe people © Gakahour personal quakes Literature Corner: Scandal in Bohemia + socialise inane Curricular Cuts (History): Elizabeth | qHeroes Lead: Listening Elodie 41 a. Which of the characters in the 2a. Im pairs, decide which of these adjectives best describe pictures are heroes/heroines each character in the pictures 2 and which are villains mischievous & daring PeterPan —_ vain & cold-hearted the Wicked Q b. Who has got ... cunning & polite & considerate Snow * cutly brown hair Frodo Baggins angerous Captain Hook evil & greedy Sacuman * pointed ears Peter Pan, kind & caring Snow White brave & honest Frodo Baggin: along white beard Sarum ‘A: Whodo you thinkis mischievous and daring? * ablack moustache Capt Hook & Id say Peter Pan, ! # a magic mirtor the Wicked Queen j 7m rend eval book insta of (b, listen and check. Which extra character is described? a hand Capt Hook + a magic staff Saruman i + a broad-brimmed hat Capt Hook Reading Snow White the title mean? Frodo Baggins has got curly brown hair In any book, cartoon or fim we all love to see the heroes defeat the vilains, save the world, win the git and live happily ever alter. But just between you ‘and me, don't we feel a ite bit sorry for the villains as well? ‘Saruman, from The Lord of the Rings, is an alltime favourite vilain, the type of villain tke. He isa tall wizard with a long white beard and cold dark eyes. He wears a long white robe and carries a magic stat. Onoe he was a good wizard but the power of a magic ring has made him evil ané greedy and now he wants to tule the world. Only Frodo, the small ting bearer, can stop him. Frodo Baggins, a Hobbit, is small, brave and honest, with bright eyes, curly brown hair and very large hairy feet! His imigsion is to take the magic ring to Mordor where it will be destroyed. He travels with some friends and together they have to face many dangers. Ganda a wise wizard, protects them ‘and shows them the way. Another of my favourite heroes is Peter Pan, a mischievous, daring boy with pointed ears who can fly and never grows older. Peter and his friends, the + shiny black hair and rosy cheeks 3 Look at the pictures and the title of the article. What does redoews Characters la rger 7 than lliifie Lost Boys, have a dangerous enemy called Captain Hook With his black moustache, criel laugh and a sharp metal hook instead of a hand, the cunning Captain Hook is a perfect vilain. He always wears a broad- brimmed hat and fine clothes. He lives with a band of pirates on his ship, the Jolly Roger, making plans to kidnap the Lost Boys and capture the boy he hates. Not all vilains are men, The Wicked ‘Queen in Snow White is one of the most cold-hearted villains ever. Beautiful but vain, the queen asks her mirror every day, *Mirror, mirtor on the wall, who is the fairest of them all?” The answer always pleases her, until one day the mirror replies that kind and caring Snow White is even prettier than her. The jealous queen is so angry that she {dresses up es an old woman and gives ‘Snow White a poisoned apple, Whether heroes or vilains, these are the characters | admire the most. | love to watch the heroes fight the villains anc ‘eventually see good win over evil | also ‘can't help feeling for the vilains and their weaknesses; | just love to hate them! These stories are timeless and the characters are definitely larger than life. 30 40 60Objectives Reading: * four-option multiple choice (article) + matching (job advertisements) * multiple choice cloze (article) * True/False (literary extract) Vocabulary: character and appearance adjectives; compound nouns describing appearance skils ~ explaining words from context; remembering new words with their opposites; asking for, giving and justifying advice Grammar: prepositions with descriptive adjectives; present simple & continuous; adverbs of frequency: question words phrasal verb — get Listening: + matching; multiple choice skills — listening for confirmation; listening to match people to their activities; listening for specific information Speaking: + simulated situation (talking about a leader's qualities) * extended tum (describing a fictional character) + general conversation (talking about people Ss know; describing cartoon characters; interviewing a partner about his/her lifestyle; making choices) « role play ~ socialising Intonation: expressing surprise/concern ‘Writing: + sentence transformations * a letter of advice Portiolio— a short paragraph describing a herotine) or villain; an advertisement; an e-mail 1 a. [Focus] introducing the theme of the unit Look at the title of the unit. Elicit what the words hero, heroine (a leading character who is good) and villain (a leading character who is bad) mean by referring Ss to the pictures. Ss decide which characters are vilains and which are heroesineroines. 55 can also say which films/ stories these characters are from Answer Key Frodo Baggins - from The Lord ofthe Rings'- hero Saruman ~ from The Lord ofthe Rings'- iain Captain Hook from ‘Hook’/Pever Pan’ vilain Peter Pan —from Hook /Peter Pan’ -hero The Wicked Queen - from ‘Show White and the Seven Dwarfs villain ‘Snow White - from ‘Snow White and the Seven Dwarts'- heroine b, [Focus >] vocabulary describing appearance ‘Ask Ss to look at the pictures again. Read out the phrases one at a time and elicitfexplain any unknown words. Ask Ss to match the descriptions to the characters. e.g, Who's got curly brown hair? ‘Answer Key (See overprnted answers) a, [Focus >] adjectives describing character Read out the list of adjectives and elicitfexplain the meaning of each one by gwing synonyms, opposites or examples, e.g mischievous — naughty, playful daring ~ brave ‘Ss work in pairs and decide which adjectives best describe each character. Answer key (See overprinted answers) Suggested Answer Key ‘Ac Who do you thinkis cunning and dangerous? B: Id say Captain Hook is cunning and dangerous. Who do you thinkis kind and caring? 1'dsay Snow Whiteis kind and caring. Who do you thinkis vain and cold-hearted? {id say the Wicked Queens vain and cold-hearted. Who do you think is polite and considerate? say Snow White s polite and considerate. Who do you think is eviland greedy? Fd say Saruman is evil and greedy Who do you think is brave and honest? {'d say Frodo Baggins i brave and honest. Pe Fo Se Sh BP Or Explain that Ss are going to listen to a TV presenter talking about this week’s films. Explain the task, then play the cassette/CD, twice if necessary. Answer Key The extra character is Superman. He is polite and considerate. Focus >] prediction about the text Read out the ttle and elicit Ss’ ideas about what it means. Suggested Answer Key | would say that ‘Larger than Life’ means that the hero'/ heroine’ characteristics are rather exaggerated. For example, the evil villain in films and books are more evil than real life villains. 6(T)4. [Focus > reading for specific information Explain the task. Present Study Skills tip. ell Ss they need to follow this advice to complete the task successfully, Allow Ss time to read the text silently. Do question 1 with Ss. Ask a student to read out the question, stressing the key words. Elicit that this is a general question about the text. $5 in pairs read out Options A-D, underline and stress key words, Help Ss rephrase the meaning of the options. Allow Ss time to refer back to the text, underline and choose their answer Ask a pair of Ss to report back to class, justifying their answer with examples from the text Elkit feedback from the rest of the class and help Ss Gecide on the correct answer. Explain that they should follow the sare procedure for the rest of the questions ‘Answer Key (See overprinted answers) Ss make a list of the highlighted words in the vocabulary section of their notebooks and work in pairs to find their meanings, Alternatively, this cenercise lends itself well to dictionary work. Ask Ss to look at the first highlighted word, defeat ElcivExplain what part of speech it is (v. Ask Ss to predict its meaning from the context. Now ask Ss to look the word up in their dictionaries and check their answers. Ss report back to the class. Then in pairs, Ss look up the next word, all-time Walk around, monitoring the task and helping Ss where necessaty. Explain that hyphenated words or compound nouns (eg. ring bearer) are not usually found together in a dictionary and that $s may have to look up each word individually Suggested Answer Key defeat (v): beat alltime (ad): best/worst/et ever ‘once (adv): ct a certain time in the past power (n) strong force tall (v): govern, reign, control ring bearer (n ph): someone who caries a ring mission {n):a special task that needs to be completed wise (adj): knowledgeable, sb who has experience and knowledge about a wide number of things wizard (n):a man who has magic powers ‘cruel (adj): nasty, evil, wanting to hurt laugh (nthe noise we make when we are happy/amused band fn}: group kidnap (¥): take a person away legally by force, usually in ‘order to demand money in exchange for releasing them Capture (v}: take someone as a prisoner fairest (adj: the most beautiful (woman) dressup (phr v}:put on diferent clothes to disquise oneself poisoned (pp): containing a deadly substance eventually (adv): gradually in the end ‘good win over evil (phr): the heroes win the battle ‘against the villains ] summarising a text Tell Ss that as they listen and read, they should underline key elements (characters, who/what they ‘re, what they want. what they do or what must be done) that will help them summarise the stories Play the cassette/CD. 5s listen and underline the parts of the text they think are important. Alternatively, $s can draw concept maps. as they listen, Concept maps are an excellent way to remember key elements and summarise Ss brainstorm in pairs for an alternative title. Explain a title must be short and eye-catching. Suggested Answer Key Good Guys & Bad Guys Alltime Favourite Heroes and Villains (5s'own answers) 6 [Focus >] speaking from notes Make notes on the board in the form of the model below, but put a question mark next to Name. Use your ‘notes to present your favourite TV herofineY vilain, Use a timer and challenge the Ss to guess the answers Suggested Answer Key Name: Clark Kent/Superman - hero ‘Appeared: ina comic strip, films and TV series Character brave, caring Appearance: handsome, tall, strong, dark hair Story: is sent to Earth from Krypton as a child Grows up to discover he has special ‘powers. He uses these powers to fight evil. Now ask Ss to make their own notes and invite individual $s to come up to the board and make their own presentations. (Ss'own answers) Writing Go through the example in the S's Book. Ss orally adapt their notes from Ex. 6 10 fit the model. Walk around the class monitoring the activity and offering feedback, Alternatively, assign the task as HW. Suggested Answer Key ‘Clark Kent from Superman is my favourite hero, He is @ ‘handsome young man, tall with dark hac He is brave but «also caring, ‘He is just over @ year old when his father discovers that Krypton is no longer a safe planet and sends him to Earth. Jonathan and Martha Kent find him and adopt hi. ‘As he grows up, Clark Kent discovers his super powers so his parents tell him the truth about his past. He moves to ‘Metropolis and works for The Daily Planet as a journalist. He leads a double life as he is Superman, too, saving people from danger and fighting evil.StupySkiits) Reading effectively Read the text once quickly. This will help you understand ‘what type iti, the author's purpose and is general content Read the questions and the answers. Read che text again ‘carefully and find the part of the text each question refers to. ‘The information may be phrased in diferent words, 4 oud 4, Read the text and for each question (1-4) choose the best ln answer A, B, Cor D. Then, explain the highlighted words. 1. What is the writer's main purpose in writing the text? A to describe how heroes catch wilains @® to describe some well-known heroes and villains (line € to tell some well-known cartoon stories D to tell some well-known feiy tales 2. What does the writer say about Saruman? @ He was ni B_ Heis the writer's favourite characte always ev: Frodo wants to destroy him D He has lost a valuable ring 3 Which of the statements is true of Captain Hook? A He works on his own B He has a partner called Jolly Roger © He has a black beard © He takes care of his appearance 4 What is the writer's opinion of villains? A. They are more important than the B He likes fan the heroes © He is happy to see them lose. (ines 53-55) D_ They are just as important as the heroes m more tl 5 _Usten and read, Say a few words about the stories and suggest another title for the text. Speaking G Tell the class about your favourite film or TV herotiney/ vilain, Talk about: * the character's name * where he/she appears * character * appearance * what happens in the story iti Biltditing- Portfolio: Use your answers from Ex. 6 to write a short paragraph for a teen magazine about your favourite hero/heroine or villain. Use the second and third paragraphs of the text as a model, Start like this: from...,ismy favourite... He/She's1 Vocabulary Practice factors wanted aes Character > Reading a. What type of texts are A and B? What do you think they are about? . Read the texts, Which advert: 1. wants actors to advertise something? asks people to apply by post? conly wants three people? wants only male actors? AWN © Underline the character adjectives in the adverts. Use them to answer the questions. ‘What do we call a person who... 1 has good manners? 2 likes to hurt or upset people? 3. shows understanding of other people's needs? 4 is very proud of their looks? 5 expects good things to happen? 6 cares only about himselfihersel? 7 doesn't get upset or angry? 8 gives more than is usual? upyS' Remembering New Words: Opposites. Learn words in pairs of opposites. This will help you remember them more easily, Match the adjectives to their ‘opposites. What prefixes do we use to form negative adjectives? poite shone patente hones impatient sensitive insensitive friendly unfriendly caring cage raft selfish- uncaring 8 err Location: Brooklyn Audition date: Character: Sean -25-30, cart comptexion, A fal, medium build, good looking, = evel ond greeay SUE mctrs noo so een, and CVs to; eh a loos, vin an sofsn Fea © Lura 2% 2 cr conplexon FM Speaking 3 _ Inpairs, use character adjectives to talk about people you know. ‘A: Have you met our new neighbour? B: No, haven't. What's he like? A: He's very friendly and polite! Appearance 4. Which words in the adverts (A & B) describe appearance/ height/build? 5 Circle the odd words out. Justify your answers. ond-shapedIong HOSE Cond qreen, dak __ CYES 2 EDP si. way. ston MOU 4 round, ] distinguishing text genre and content Ask Ss to look at the two texts and elicit where they could be found. Ss then say what they expect to read in them. Help Ss if necessary. Suggested Answer Key They are Job advertisements. They could be found in a newspaper or on a noticeboard. They probably give information/details about the job advertised. Extension: Bring various reading resources, such as ads, articles, reports, brochures, leaflets and 30 on. Elicit answers from Ss as to their genres. Present the class with a file and assign a pair of Ss the task of filing the reading resources, Tell Ss that from now on if they come across an interesting text, they can bring it into class and place it in the file for everyone to read. b. reading for specific information Read out the questions. Do question 1. Ss read the advertisements, Allow Ss two minutes to complete the task. Check Ss° answers, Answer Key 1 B (for T¥commercial/seeking: Three male actors) 2. A_ (send pictures and CVs to. POBox 304, .) 3A (characters: Sean, . St4C\,.y LAU.) (Ad, B mentions: Also seeking ..) 4B (seeking: Three male actors - only wants female extras) <<. [Focus >] defining adjectives Allow Ss two minutes to underline the adjectives. Go through the questions and check Ss’ answers. ‘Answer Key (See overprinted answers) ‘Answer Key 1 polite 5 optimistic 2 auel 6 selfish 3 caring/sensitive 7 easy-going/patient 4 vain 8 generous Focus >] adjectives in pairs of opposites Present the Study Skills tip.Explain the task. Do item 1 with Ss. Then, Ss complete the exercise Check Ss" answers. ‘Answer Key (See overprinted answers) dis, im, in-, un Extension: Write two sets of cards; one with adjectives from the unit and the other with antonyms. Divide the class and give half the class ‘one adjective card each and the other half one ~antonym card. Give them two minutes to find the S with the antonym to their adjective and write one sentence containing both their words. Each pair then reads their sentences out to the class describing people's character Explain the task. Flict various people Ss would know (new teachers, classmates, neighbours, etc) Model the example. Ss work in pairs. Check $s° answers by asking pairs to present their chosen person to the class. Suggested Answer Key A: Have you met the new teacher yet? B: No, not yet. What's she like? A: She's patient, friendly and polite. Focus >] vocabulary related to appearance Explain the task. Ss read the advertisements in x1 again and the words describing appearance/height/build under respective headings in their notebooks. Check Ss’ answers. Answer Key ‘Appearance ‘ark complexion —averageTools — Blue eyes ‘goodiooking —faircomplexion darkcurly hair palecomplesion pretty moustache hhandsome _inearly/late twenties blond hair Height Build tal medium bul medium height average build short strong build slim [Focus >] practising collocations Explain the task. Ss complete the exercise in pairs. Check Ss° answers. Ask Ss to justify their answers and say with which words the odd words out collocate with Answer Key 2. blonde — describes hair [*Point out to Ss that blond is used for mate ~ blonde for female} 3 well-built describes person, figure, etc 4 shoulderlength - describes hair &(T)6 [Focus >] listening for specific information Explain the task. Allow Ss time to look at the picture carefully, Encourage $s to predict the setting. Play the cassette/CD Ss complete the exercise. Check Ss! answers. ‘Answer Key (See overprinted answers} Game Divide the class ito teams. Appoint a leader, who chooses a person from the picture and wnites this person's name on a piece of paper A S from Team A goes first and asks a question The leader can only answer Yes or No, Ifa S does not ask a Yesor No question, then he/she misses a turn. Note that a team must be certain about who they think the mystery person is before they decide to tell the leader, because if they are wrong, they get a penalty and miss their next two turns. 8, (continued from example in the S's book) Leader No. Team ES1 Has he got a beard? Leader Yes. TeamDS1 Has he got a moustache? Leader Yes. Team A $2. Isit Sam? Leader. No. Team A you miss your next two turns Team B 52: Is he wearing a tie? Leader. No Team C $2. Isit Alex? Leader’ Yes. You win 7. [Focus >| descriptive adjectives with prepositons Explain the task Ss work in pairs. Check Ss" answers ‘Answer Key (See overprinted answers) Suggested Answer Key My brother is good at drawing portraits. My cousin, Salli afraid of spiders. ete Writing Ask Ss'to read the rubric and underline the key words. Ask Ss questions to check comprehension @9. Teacher What do you have to waite? Si An advert Teacher What for? 2. For two actors for a new TV series Teacher Who is advertising? 53. ATVstudio. Draw Ss! attention to the first advert in Ex. 1. Tell $8 to read the prompts in the task and check how they have been covered in the model. Brainstorm for ideas and write them on the board. $s open the writing section of their notebooks and copy the ones they find the most interesting tT) Ss complete the task in class. Walk around, ‘monitoring the task, Make notes of any difficulties Ss may have had. When the whole class has finished, write the most typical errors on the board. and ask $s to explain and correct them, Ss check their work once again and copy the completed task into their writing books. Check Ss" answers. Alternatively you can assign the task as HW provided you have gone through it orally in class Suggested Answer Key Two mate actors wanted for new TV series. Location: London» Audition date: 1st September Characters: Jake: tal, handsome, blond hait blue eyes, aged 25-30, easy-going, cheerful and friendly Robert: well-built, dark hair and dark eyes, aged 25-30, rude, cruel, selfish Send photographs and CVs to: Jennifer Ryan’ Pinewood Studios Pinewood Rd ‘ver Heath ‘Buckinghamshire SLOONH> Listening 6 «. Who is who? Look at the picture, listen and write the names: Alex, Chris, Joanna, Laura and Sam for people 1-5. oe Think of 2 person from the picture above. In teams, try to guess who this person is. Each team can ask five yesino questions TeamASI: Isitaman? leader: Yes Team 851: Hashe got curly hair? Adjectives with prepositions 7 Underline the correct preposition. Use the adjectives to tell your partner about people you know. 1 John is good at/on languages. 2. She is very good on/ta her patients. 3 He is very friendly with/of my parents 4: She's afraid for/of dogs 5 Pat \s jealous offat her sister 6 He is kind tofwith his parents 7 Annis patient offwith children 8 Pete is rude to/at his friends Bp Writing. 7 —— Portfolio: The TV studio you work at as a secretary is looking for two actors for a new TV series. Write an advert (30-50 words), stating what the advert is for * location & audition date * age & appearance of each char. ‘© what types of character you want the actors to play + contact name & phone number Use advert A in Ex. 1 as. a model.Grammar in use Present simple & present continuous =“ Grarnmar Reference Read Ann's e-mail and find examples of: aa fixed future arrangement ban action happening around the time ‘of speaking a timetable a permanent state {a temporary situation a habitroutine an action happening now eae an From: Ann6 —J] ToL Emily Subject:( HIE) ie Dear Emily, Thanks for your e-mail, ts always great ro hear from you. As for me, i'm really busy. College life is very exciting, but there's so much to do. | get up at 8 o'clock on weekdays because lectures start at 9:30. spend most of my afternoons in the library as I'm taking six different ‘courses this term and there's lots of reading to do! At the weekend | do some part-time waitressing, So. as you can see. tm working very hard these days. But its not all work and no play. Tonight I'm having inner with some classmates. can't wait! 1 better finish here because Sarah, my fatmate, is calling me to ‘come and help her, Come and visit me soon! Ann Adverbs of frequency Grammar Reference a. Put the verbs in brackets into the present simple or present continuous ‘Ask and answer as in the example to find out about your partner's habits, 1 A Are you doing (you/do) anything interesting this weekend? ft B: No, I'm studying (study) for my Biology How. 0 en. exam ‘* get up before 6 am? 2. A: Whyate you (you/be) in such a rush? «play computer games? ean B: Because my tyain leaves (my train/leave)in «watch TV? asia en. inUtES, * be on time for work/school? often 3. A: What does James do Uames/do)? « listen to classical music? ‘sometimes 8: He works (heAwork) at the Natural History « read the newspaper? rately Masumin thecly ome ctome tne stom 4 A: Do you like (yourlike) your flat? « go out with your fiends? & seh look) for ‘A: How often do you get up before 6am? B: I never get up before 6 am. l usually get 5 A: Nina looks (look) nervous. upatabout 730, B: She is, She's seeing (see) the dentist this ‘aftecrioon: > Listening fA esi nett: Neen ‘© 99 10 the g_@) Lsten and match the people to what they ‘ 9 * are doing. There is one extra picture. B He can’t, He has (got) (have) an important business appointment ao 7 A: Why isn’t Anna coming (not/Anna/come) B: No, she’s on leave. She ’s getting (get) married next week. George ata) B A: How much does the brain weigh (the Paud and Steve brainvweigh)? Kate and ill 1 B: About 2% of your total body weight, and Simon rag it uses (itfuse) 20% of your body's energy. Miranda Ge) b. Can you find any stative verbs in Ex. 2a 10 . In pairs ask and answer as in the example, Is George talking on the phone? No, heisn't He. oe 5 MOODFocus >] present simple and present continuous. Explain that Ann uses two different verb tenses, depending on the information she wants to give. Write on the board: 1) | workas a teacher. 2) Im working now. Ask 5s to identify the verb tenses in the e-mail. Do the first item with Ss. Ss work in pairs and do the exercise. Check $s’ answers. Refer $s to the Grammar Refetence section if necessary Flicit the negative and interrogative forms of the verbs used in the e-mail “Answer Key Tonight, tm having dinner with «=m working very hard these days. selectures start at 9:30 College lifeis very exciting =m taking sx lifferent courses this term . I getup at 8 o'clock ‘Sarah is calling me.. we seance Extension: 5s make up sentences for each use. a. [Focus >] present simple and continuous Explain the task. Make sure Ss understand the uses of the two verb tenses. Ss complete the ‘exercise in pairs. Check $s’ answers. Answer Key (See overprinted answers) b. [Focus >] stative verbs Explain what stative verbs are. Mime: want an ice-cream. When Ss find the answer, elicit that, although what you said refers to that particular moment, want can’t be used in the present continuous, Then ask $s to think of other sentences with stative verbs and ask individual Ss to mime theim to the class, To make sure that @ S's sentence does actually contain a stative verb, he/she can whisper it to you first. Alternatively, Give Ss the sentences for them to mire Now, mime: fee you and I'm seeing John (point to a5 in the class and use his/her name) at 5 o’dlock When 5s find the answer, write EXCEPTION on the board and lst the verb see under it. Explain that see is used in the present continuous when it means ‘have an appointment with sb’, ‘meeting sb’. Explain task. Ss work in pairs. Some Ss report back to class, justifying their answers, Answer Key have, look, see, weigh ~ stative, but can be used in the present continuous with a change in meaning like, want ~stative, cannot be used in the present continuous Focus >] adverbs of frequency Refer Ss to the Grammar Reference section. Revise the adverbs of frequency making sure Ss Understand their meanings. Read first prompt, Ask 5 to put the adverb in the correct position in the sentence. Elicit from Ss that adverbs of frequency 90 before main verbs (He always eats dinner at 7 ‘o'clock, but after auxiiary/modal verbs (He is never cn time for work). Explain the task. In pairs, Ss ask and answer the questions, Monitor $s" performance. Ask some pairs to talk about their partners to the class Suggested Answer Key How often do you play computer games? {sometimes play computer games inthe afternoons. How often do you watch TV? fusually watch TVevery evening How often are you on time for school? {rm abwayson time for school How often do you listen to classical music? 1 sometimes listen to classical music because my parents play it at home. prefer pop music, though. How often do you read the newspaper? I never read the newspaper prefer to watch the news ont, How often do you go tothe theatre? {seldom go to the theatre. |prefer the cinema. How often do you go out with your fiends? Joften go out with my friends atthe weekend. ee Ph Be PH => 2h oe Focus >] listening to match people to their activities Explain the task. Ss briefly look at the pictures and the names of the people. Elicit what action ‘each picture represents, 9. pic 1+ talking on the phone pic 2 —* playing the guitar pic 3 travelling/gaing on holiday pic 4+ walking the dog pic 5 + painting pic 6 + doing the shopping Play the cassette/CD. $s complete the task and compare their answers. Some $s report back to class Answer Key (See overprinted answers) b. 5s use their answers from Ex. 3a to talk in pairs ‘about what the people (A-E) are doing, as in the ‘example. Walk around, monitoring the exercise, Answer key A: Are Paul and Steve playing the guitar? B: No, they aren't. They're shopping, A: Are Kote and Jilltraveling? B: No, theyaren't. They're painting ‘A: Is Simon painting? B: No, heisn't. He talking on the phone. A 8 Is Miranda doing the shopping? No, she isn't. She's travelling around Europe. 10(T)5 a, [Focus >] reading for gist Present the Study Skils tip. Read the title aloud and help Ss to quess what it means Suggested Answer Key The ttle of the text suggests that what one person considers beautiful another may not. b. Ss read the text quickly, then choose a title and justify their answers, Answer Key 2 (The text talks about being happy with your appearance.) . [Focus >] gap-filing Do item 1 with Ss. Ask them to look at the words before and after the gap and then think ‘of a word that would fit, Then they should look to see which of the options matches what they think the missing word is. Explain that the verb look is usually followed by at and the reflexive pronoun (yourself). Ss do the rest of the exercise. Check 55° answers. Play the cassette/ CD. $5 listen, follow the text and check their answers, Explain/liit why the rest of the distractors do not fit 6 [Focus >] question words Elicit what tense is used to talk about lifestyles. You may refer Ss to the Grammar Reference section if necessary. ‘5 read the rubric and the prompts. in paits Ss.ask each other questions. Suggested Answer Key ‘Ac Where do you lve? B: livein Essex. ‘A: When do you do your homework? 8: Idomy homework right after lunch, A 8 A Who helps you with your homework? My fother (does) How often do you meet your friends? meet my fiends every weekend, (5s'ovm answers) = 7 [Focus >] sentence transformations Read out the rubric, stressing that the second sentence should have the same meaning as the first and that $s should not use more than three words. Do the first three items with Ss, as $s are apprehensive about sentence transformations at this stage, and leave the last one for Ss to ‘complete in pairs. Have a S report back to the class. Ask Ss to grade the level of difficuity of this exercise. Make 2 note of Ss’ answers in order to check their progress and offer individual help. ‘Answer Key (See overprinted answers) 11(7) [Focus >] phrasal verbs with get Read the verb and the particles on the spidergram. Elicit their meanings by giving examples. Write the Ss’ synonyms or explanations in Lion the board. Do item 1 with Ss, Then Ss work in pairs and complete the exercise, Check Ss’ answers. ‘Answer Key (See overprinted answers) Now, ask Ss to close their coursebooks and open the grammar section of their notebooks, and write sentences with the phrasal verbs. Walk around, monitoring and helping Ss with their work Altermatively, you can assign this as HW. Writing Draw Ss’ attention to the e-mail in Ex. 1 and explainéelicit the layout of e-mails (e.g. From/Tof Subject headings). Now, ask $s to open the writing section of their notebooks, read the rubric and ‘write the first part of the e-mail, Ask some Ss to report back to the class. Answer Key From: Emily To: Ann Subject: HiThere! Brainstorm ideas for each point, Write them on the board. Ss copy anything they find interesting, Ask Ss what tenses and style of writing they should use (present simple/continuous — informalchatty) Ss complete the task. Walk around the class monitoring the task. Make notes of any difficulties, Ss may have had. When the whole class. has finished, write the most important errors on the board. Ask Ss to explain why they are wrong and correct them. Ss check their work once again and, copy the completed task into their writing books. Check Ss’ answers. Alternatively you can assign the task as HW, provided you have gone through it orally n class First. ‘Suggested Answer Key From: — Emily Jo: Ann Subject. New Job HiAnn, {im glad to hear you're enjoying yourself at univers. Im working very hard these days, too because 've got anew job | work for an advertising company now in Manchester. | start work at 9 every morning and I finish at 5. Right now 1m sharing a flat with @ colleague, but fm moving into ‘my own flat at the end of the month. m very happy because work is fun and I get on very well with my colleagues. This weekend we're going skiing! Its my frst time, so wish me luck! ‘guess that’ all for now. Il try and visit soon. Emily2) women and teenage girls, in particular, are greatly influenced 6) . the Images they see in adverts, films and magazines. They go on dangerous crash diets 7) . they want to look like the super-thin supermodels and movie stars they see and read about, But we don’t 8)... to copy our favourite celebrities. Thin is not always beautiful. People ‘come in 9)... shapes and sizes ~ that’s 10) .... makes each person interesting. So, next time you look in the mirror, remember that you are special ‘StupySki.ts) 7 ‘Completing a text (gap-filling) Read the ttle and the text quickly to get the gist. Read the cext again, one sentence at a time, focusing on the words before and after each gap. Lock at the four options and choose the word that fits best. Read the completed text again to make sure that it makes sense. > Reading 5 a. Whatdo you think the ttle of the text means? b. Read the text. Which of the following is a 8 better alternative to the title? 1. Health is better than wealth. 2 Feel good about yourself ‘¢,) Read and choose the correct word for each space (1-10). Compare your answers with your partners. Listen and check. Question words 6 Inpairs, ask each other questions about your lifestyles. Use: * what * where * when * who * how often A: What time do you get up? 8: AL730. How do you react when you 1 do you feel like crying? Does the idea of wearing summer you panic, or does it excite you? Body image has become a 4) at yourself in the mirror? Do you : portant issue in our society. 5) 1 Awatch @look — C see 2 and Bout ©or 3 Afei Bget Co 4 As Bman — Couch 5 @Many BMuch — C More 6@ty = Bwith —C from 7 Aso Bthat — O©decause 8 Armust @need — C should 9 Aeey Beach Gal 40 Bhat B which C why Sentence transformations Complete the second sentence so that it means the same as the first. Use no more than three words. 1 Can you describe Peter to me? Can you tell me what Peter looks lke? 2 Peter takes after his father. Peter looks like his father. 3. What is Peter's job? What does Peter do? 4 Peter is always late for work. Peter \s never on time for work. Phrasal verbs ae Explain the phrasal verbs @Q@. in your language. Then, * “Pp complete the sentences. 9” (with) 1. John has to get up early in the morning 2. He can't get over the shock of being in the car accident 3 How do you get on with your neighbours? 4. She's happy because she's got her old job back ZB Writing. Portfolio: Look at Ex. 1 again. Imagine you are Emily. Send an e-mail in reply to Ann. Write about: ‘* your daily routine * any plans for the weekend ‘© what you are doing these days 1Listening & Speaking skills Personal qualities 41 What should a good leader be like? Circle three qualities below which you think are important. Compare your choices with your partner's. “honest « fair * popular * patient sensitive + friendly * determined * quick-thinking * calm * humorous ‘A: I think a good leader should be ‘honest, calm and determined, don'tyou? B: Yes, those are important ‘qualities, But | think he should also be fait. > Listening {StupySkitts) Listening for specific information Read the questions and possible answers, Underline the key words. Listen carefully Try to listen for synonyms or rephrasing. ‘The questions follow the order of the information on the recording. 2. @ Youwill hear an interview with a psychologist. Read through the questions and underline the key words. Can you think of synonyms? by Listen and puta tick (7) in the correct box. Do you agree with Dr Graaf? 1. Dr Graaf believes that all good leaders have special personal qualities. BC team spirit © Dla great sense of humour 2. Dr Graaf says that leaders have to A ty to be more popular. B [Z] make difficult decisions. CC please everybody, 12 3 What does Dr Graaf say about bosses? A [_] They sometimes make bad choices. B_[-] They are sometimes in a panic. hey are not always liked, 4. Dr Graaf says that to be an effective leader, you must be A [1] determined, B like a superhero, © [respected and trusted Making choices You want to open your own restaurant and you are looking for a partner. Which of the two people would you choose, and why? Discuss in pairs and make your decision, patient BI gets per easily pas forget poneet ‘abit impatient “ ch Se) A: Well, | think fd choose... because... Bm not so sure. He/She s/gets .. and he/she can also be rather ‘A: What about... 7He/She’.., et flow do you know whe) /~hen the cake costo you're getting olga) \ less than the canes, — =Focus >] personal qualities Read out the adjectives in the book and elicit” explain what they mean, Ask Ss to give their ‘opinions and compare them to their partners’. Choose some pairs to report back to the class. Ask them to justify their answers, Answer Key SI:If you ask me, a good leader should be quick- thinking, Don't you agree? 52: Not realy | think they should be patient and calm. That way, they wont make the wrong decision, 3:1 feel a good leader should try to be friendly and humorous s0 everyone wil ike him. 54: Those are postive qualities, but dont believe they're very important. fd say a good leader should be honest first of all s0 that everyone will respect and trust them, a. [Focus >] listening for specific information Present the Study Skills tip. Explain the task and go through the questions and possible answers. ‘Ask Ss to underline the key words and think of synonyms or rephrase the answers. In pairs, Ss try and guess the answers. (Ss'own answers) b. Play the cassette/CD (twice if necessary). Ss listen ‘and complete the task. Ss in pairs compare their answers. Check Ss’ answers by playing the cassette/CD again, with pauses. Alternatively, Ss can look at the Tapescripts section, Answer Key (See overprinted answers) Extension: Ask Ss if they agree with Dr Graaf. (5s‘own answers) Focus >] discussing and making a decision Elicit any personal characteristics a restaurant ‘owner would need (hard-working, clever, good with people, polite, etc). Ss write these adjectives in their notebooks, ‘Ask them to look at the character descriptions in the book and the example. Explain/Elicit any unknown words, Point out that a bit and rather are used with negative qualities. Allow Ss to practise their dialogues in pairs. Ask some pairs to present their dialogues to the class. Suggested Answer Key ‘A: Well, think Fd choose Robert because he is reliable, which is really important for a partner, and he's also sensible, so he won't take any dangerous risks. Well, rm not so sure. He's abit shy, which doesnt help with customers, and he can also be rather lazy, s0 you ‘might end up doing most of the work an your own. ‘A: What about Sarah? She's ambitious, which means she'll work hard, and she also friendly and cheerful, 50 people will ike her. The problem is that she gets Upset easily and she is abit impatient. B: That’ right. And things can be difficult when you start your own business, You want someone patient like Robert. Maybe he's better for a partner after all. ‘A: IthinkTagree with you. No one's perfect anyway! 12(T)4 [Focus >] practising intonation Play the cassette/CD. 5s listen and repeat, either chorally or individually. Ss complete task (Ss'own answers) Brainstorm for other utterances or expressions Which express concern or surprise/disbelief. (What's up? there anything wrong/the matter? No way! don't believe you.) Write them on the board. Ss write these expressions in the Speaking section of their notebooks, 5. [Focus >] setting the scene Explain the task, Ss read the first two exchanges of, the dialogue and answer the questions. Answer Key They are at Stan's house They could be neighbours and friends. Stan s upset (because his neighbour keeps complaining ‘about his music) 6 [Focus >] filing in missing information ‘Ss work in pairs. Play the cassette/CD. $s listen and check. Answer Key (See overprinted answers) Ask Ss to underline the parts of the dialogue that describe Stan's neighbour so that they can justify their choice. ‘Answer Key Picturee Play the cassette/CD again. Ss listen and follow the lines. Choose some pairs to act out the dialogue with books closed. Advise Ss that for role-play to be effective, they must think of the situation, setting, who they are and how they might feel, and what gestures would be appropriate 7. [Focus >] prediction about a listening passage In pairs, Ss try to guess what happens next (eg. The ‘neighbour says hel call the police). Play the cassette/ CD. Ss listen and check if their quesses were correct. ‘Answer Key The neighbour has stared to like the music Stan plays ‘and has come to borrow the CD. 8 a. [Focus >] expressions for various social functions Read the prompts. Ss can repeat after you. Elici¥Explain any unknown words. In pairs, Ss Quietly read through the exchanges. Then St closes his book and S2 prompts conversation, Using one of the examples in the book. Ss switch roles. 13(1) ‘Ask Ss to read through the exchanges and complete them. Ss can compare their answers with their partner's. Monitor the activity. Ss report back to the class, Answer Key (See overprinted answers) b. Go through the situations and check Ss! understanding, Explain the task, then model a dialogue with aS. Ss work in pairs and act out their dialogues. Check Ss’ performance and ask some pairs to act out their dialogues in front of the class. Suggested Answer Key + A: Hit haven'tseen you for ages. Hi You haven't changed abit! ‘See you tomorrow! Goodbye! Hello! What a nice surprise! Hi Nice to see you. Hello. You must be Peter Simmons. Yes. Its a pleasure to meet you, Mr Collins Thank you very much indeed. Don't mention it. Pe Be OP Be4 7 Expressing surprise and concern > Intonation _, Listen and repeat. Translate these sentences into your language. 1 What's the matter? 2. You'ejoking! 3. Whats wrong? 4 Youcan'tbe serious! > Reading You are going to listen to a conversation. Read the first two exchanges in the dialogue below and guess the answers to the questions. 11 Where are Judy and Stan? 2 What do you think their relationship is? 3 Who's upset? _ , Read and complete the dialogue with sentences from Ex. 4 Listen and check. Which of the people a, b or cis Stan's neighbour? Take roles and act out a similar dialogue. Judy: Hi, Stan. You look upset. [A] Stan: Oh, come in, Judy. I'm a bit fed up. Judy: Why?[B [3 Stan: Well, it my neighbour, He keeps ‘complaining about my music. He says | play it too loud and he comes round nearly every day to tell me to turn it down, judy: [C[2 Stan: mafraid not. Judy: How loud do you play your music? Stan: Not that loud. Ill show you. Judy: Stan, turn it down! 5 Stan: Why? What's up? — Judy: Wells your neighbour tall with short curly brown hair, a beard and a moustache? Stan: Yes, he looks exactly like that. Why? Judy: Because someone who looks a lot like that is walking towards your front door right now! Stan: [D]4 ] Here we go again. «In pairs, guess what happens next. Listen and check Soci Te] 8 a. Read the table and complete the exchanges. Hello! What a | Hil Nice to see rice surprise! __| you! Hi, there. How | Not bad. How are you? about you? Hithere. How | Pretty good, are you doing? _| thanks. See you Goodbye! tomorrow! Bless you! Thanks! Thank you very. | Don’t mention much indeed! | it Hello. You must | Yes.It'sa be pleasure to meet you Thaven’t seen | Hil You haven't you forages! | changed a bit! A; Bless you! B: Thanks! I've got a terrible cold A; Hil {haven't seen you for ges! B: Hil You haven't changed a bit A: Thank you very much for looking after my dog. 8: Don't mention it. b. In pairs, use the table above to act out exchanges in which you: * greet a friend you haven't seen for a ong time * say goodbye to your colleagues when leaving the office * greet a friend you bump into on the street meet someone you have heard about for the first time © thank a friend for a special gift 13Getting started Read the extracts from three teenagers’ e-mails. Who is: lonely? desperate? shy? “Tue put on sucha lo of welght recently and I just don't know that to do, Pv tried alt sors of diets, but nothing seems to bel.” Sally Sally is desperate because she. “Ive just moved to a new school and everything's diferent. | haven't got any fiends here and 1 fee! like | don't iin.” Danny “When Tm with a group of people, I just sit there in silence. 'm always too affraid 10 say anything in case 1 make a fool of myself Tom Use the phrases below to give advice to Sally, Danny and Tom. Giving advice It would be a good idea to The best thing to do is ‘What you should do is. Why don't you ...? You could also eee This/That way This would mean that Then, (you ..) IF you do this, By doing this, ‘A: What you should do’s stop eating sweets and chacolate. That way... 8: That right, Sal. You could also. Let’s look closer Read the e-mail. Underline the phrases Pete uses to give his advice. Dear Sally, Si I've just got your e-mail, and J was sony to hear you're worried about your weight. I bet the problem isn’t as bad as it soems, though! In any case, there are lots of things you can do to lose weight What you should do is eat a healthy diet, with lots of fish, fruit and fresh vegetables instead of junk food and sweets. if you do this, you'll soon lose weight, and you'll look and feel much healthier, too. You could also exercise more and walk whenever possible rather than going by car or bus. That way you'll bur calories and get your body back in shape at the same time. 1 know it's hard to do at fist, but believe me, it will work! Good luck, and don’t forget to let me know how you're getting on. All the best, Pete ‘Which of the following are opening/closing remarks for an informal letter of advice? 1 Here's what you can do. 2. Ihope everything goes well 3 Vimo sorry you feel this way, 14 4. Iwas sorry to hear about your problem 5. hope I've been of some help. 6 Let me know what happens Your turn (StupySkius) Brainstorming for ideas Before writing, underline the key words, then brainstorm for ideas. Write your ideas down, then choose the most important ones. This helps you organise your writing, 5. Read the rubric and brainstorm for ideas to give as much advice as possible. Make notes in your notebook. © This is part of a letter you got from an English pen friend. I feel very lonely in my new F neighbourhood. I have no friends and Im really depressed. Any advice? Write your letter to your friend. b. Answer the questions in the plan, then write your letter (80-100 words). Plan Dear + (sour friends first name), Opening Remarks (Para 1) — express sympathy offer help Main Body (Para 2) ~ give your advice, explain the results Closing Remarks (Para 3) — end the letter Take care,/Yours,/ete (Qour first name)1. [Focus >] people's problems ‘Ask Ss to read the problems and match the adjectives to the writers, explaining why they think they feel that way. Answer Key Sally is desperate because she wants to lose weight and ‘can't seem to find a way to do it. Danny is lonely because he has no friends at his new ‘school. Tom is shy because he thinks he right make a foo! of himself f he speaks out in a.group. 2. [Focus] giving advice Ask Ss to carefully read the useful language box. ExplainfElicit any unfamiliar words/structures. Ss in pairs take turns to give advice to the people in Ex. 1 Suggested Answer Key ‘A: What you should do is stop eating sweets and chocolate. That way you will stop gaining weight. 8 That right, Sally. You could also join a slimming club and follow thei diet plan. Then, you would get help and suppor, too. A: I think you should be a bit patient, Danny. The best thing todo isto be friendly and polite with everyone. Then people will warm to you and you will soon ‘make friends. 8: That’ right. It would also be a good idea for you to jin some schoo! clubs. By doing that, you will get to know some students and make some friends, ‘A: The best thing for you to do is to have more confidence in yourself. Then, you will be able to ‘conquer your fears. B: Definitely, Tom. You should ask yourself what is the ‘worst thing that could happen. By doing this you will see that there isnothing to be afraid of. 3, [Focus >] analysing a model letter, Explain the task. Ss complete the task and answer the question. Check $s’ answers. AnswerKey What youshould dois. You could also. 4. Read the sentences (1-6) aloud. Ss complete the task in pairs. Monitor the activity and check Ss* answers, AnswerKey ‘Opening remarks: + Heres what you can do. + Imso sorry you feel this way. + Iwas sorry to hear about your problem. Closing remarks: + thope everything goes well + hope ive been of some help + Let me know what happens. Slr a. [Focus >] brainstorming for ideas Tell Ss to read the Study Skills tip. Then Ss must tell you in their own words what steps they should follow before writing. Explain the task. Ss underline the key words and brainstorm for ideas, keeping notes in the writing section of their notebooks. Suggested Answer Key Key words to be underlined: very lonely new neighbourhood, no friends, depressed, advice (Ss'own answers) b. [Focus >] to write a letter of advice to a friend Go through the plan and explain that it helps Ss structure their composition. Ask them to check whether the mode! letter in Ex. 3 follows the structure of the plan. Now, refer Ss to their notes and ask them to choose the most important ideas for the main body $s complete the task. Walk around the class, monitoring the task and helping $s where necessary. Make notes of any difficulties $s had. When the whole class has finished, write the most common errors on the board and ask some Ss to explain and correct them. Ss check their work once again and copy the completed task into their writing books, Check 53° answers. Alternatively, assign the letter as written HW, after first going through it orally in class, Suggested Answer Key Dear Poul, ‘We just got your letter and decided to write straight away. know exactly how you feel. When | moved to the city last year, | elt very lonely. Don't worry though, there are several things you can do, Firstly why don't you join some local clubs? There are lots of hiking clubs in that area and ! know you love walking. That way, you will meet other people who enjoy doing the same kinds of things. t would also be a good ‘dea to join a drama group. if you do this, you will become ‘more confident and youl also make new friends. J hope Ive been of some help. Write soon and let me know how things are going. Take care, Kate Amazing Facts Read out the sentence and ask Ss if they know any other amazing facts about the human body. 14(T)familiarising Ss with the literature corner section of the book ‘Ask Ss to look at the page and the two texts and ‘say what this section will be dealing with, Suggested Answer Key The ttle of the section informs us that we will probably ‘ead story The ist text must be background information ‘about the author because there is a name and a picture. The dates n brackets must be the authors date of birth ‘ond death. The second text has the layout of a story because ithas atte, linenumbers and direct speech. 1 [Focus >] predicting Ss tty to answer the questions and then read the biography and check their answers, Answer Key ; He was a famous writer He created Sherlock Holmes. 2. [Focus >| listening for gist and specific information Explain the task. Ss read the first paragraph silently ‘and make guesses. Play the cassette/CD. Ss follow the lines and answer the question ‘Answer Key The King of Bohemia, 3, [Focus >] reading for specific information Explain the task, $s read through the sentences, underlining the key words, and then read the extract. Do the first item with Ss as an example (key words: visitor, wearing expensive clothes - T -» His dress was rich with a richness... line 6) then Ss work in pairs and complete the task. ‘Answer Key (See overprinted answers) ‘Ask Ss to explain the words in bold in the text. Alternatively, Ss can look up any unknown words in ‘their dictionaries. Check Ss" answers Answer Key ‘creator (n): someone who has thought of and made something that did not exist before fictional (ad): not real: existing only in stories explained untilthe end blackmail (i threaten to reveal a secret about someone, tnless they do something you tell them todo rain (vi: reputation (nthe opinion that people have of someone paused (v):stopped fora while ‘chest (n) the upper front part ofa person's body limbs (n): arms and leos bad taste (exp): bad choice in what one buys or likes double-breasted coat (n): a coat with wide front sections which fit over one another when buttoned up fur-trimmed (adj): edged with fur 15(T) collar (n): the part ofa coat which fis round the neck Cuffs (n}: the end of a sleeve nearest the hand cloak (n):.a long piece of clothing that has no sleeves, fastens at theneck and is worn like a coat lined (adj): having a layer of another material on the inside surface flame-coloured (adj):an orange colour like lames halfway: reaching only half the distance trimmed (adj): decorated around the edges barbaric (adj): uncivilised (usually showing disapproval) chin (a): the part of a face below the mouth and above theneck determination (n): willpower strength of mind upper (adj): above or near the top of sth raised (v) lifted, in a higher position straightening (g): putting upright/straight, fixing in a straight position aristocrat (n): highest sociai class of people ‘nodded (v): moved his head up and down in agreement identity (n): who or what somebody is remain (v}:stay (Your) Majesty (exp): the title used to speakto orabouta king or queen remarked (v): said, commented advise (v) tell someone what he or she should do sprang (v)(s.past of spring): jumped up, moved suddenly paced (v) (5. past of pace): kept walking up and down nervously took off (phr v): removed (his mask) [Focus >] describing a fictional character Draw a table on the board with the headings given. Ss copy the table into their notebooks. ‘Appearance: tall man, chest and limbs of a Hercules Clothes: tich, bad taste, barbaric richness, double-breasted coat, furtrimmed collar and cuffs, deep blue cloak lined with flame-coloured sik, Boots ___ trimmed with fur, black mask, hat Facial features: thick moustache, straight chin Character; strong determination Suggested Answer Key The King of Bohemia isa very tall man with strong limbs ‘and a broad chest. He is dressed in rich clothes. He is wearing a double-breasted coat with a furtrimmed collar and cuffs and a blue cloak lined with flame- coloured silk. His boots are trimmed with fur. He is holding @ hat and the upper part of his face is hidden behind a black mask. He has a thick moustache and a straight chin which suggests strong determination” > Reading & Listening ‘Who was Arthur Conan Doyle? Which famous detective did he create? Read the first text and check. Read the first paragraph of the main text. Who do you think the person outside the door is? Listen and read to find out. Read the rest of the text and mark statements 1-6 T(True) or F (False), Then, explain the words in bold 1 The visitor is wearing ‘expensive clothes. T 2. The visitor's mouth and chin are hidden by a mask 3 The visitor says he is Count von Kram. 4. The visitor is unsure whether to trust Watson. 5 Holmes does not know why the visitor has come. T 6 Holmes realises the visitors the King when he takes off the mask. F > Speaking Read lines 5-15 again and, in pairs, group all the words used to describe the king under the headings: * physical appearance + clothes * facial features * character Use the prompts to describe the King of Bohemia to your partner. a Arthur Conan Doyle (1859-1930) ‘Tis well known Scottish author was anus Fo ross seu Da net es ncn - aaa fm rhs Hes mos evita Sear remia, the King of Bo} 1m Scandal in Bohemia. the ss trp find some laters and a photograph that might be | Irene Adler. to blackmail the King and rui Scandal in Bohemia A slow and heavy step, which had been heard upon the stairs and in the corridor, paused immed there was a loud knock on the door ely outside the door. Thea ‘Come in said Holmes, A very tall man entered, with the chest and limbs of a Hercules His dress was rich with a richness which would, in England, be considered bad taste, He was wearing a double-breasted coat with fur-trimmed collar and cuffs, over which he wore a deep blue cloak lined with flame-coloured silk. His boots, whieh went halfway up his legs, were also trimmed with fur, completing his appearance of barbaric richness. He had thick moustache and a Straight chin suggesting strong determination, but a black mask hid the upper part of his face, He was carrying a hat in one hand, while his other hand was raised, as if he hud just finished straightening his mask Please take a seat” said Holmes.~This is my friend and colleague Dr Watson. Whom bi re T the honour to address? ‘You may address me as Count von Kramm, a Bohemian aristocrat Thope your friend is a man 1 can trast. IF not, 1 pre to speak 10 ‘you alone; saicl our strange visitor ‘You can say anything in front of this man that you ean say 10 me Holmes replied. The Count nodded and continued.“ You will excuse the mask; my employer wishes my true identity to remain «secret IE your majesty would like 10 tell us your problem? Holmes remarked, "1 will be happy to advise you The Count sprang from his chair, paced nervously up and down the room, then took off the mask and threw it on the floor, ‘You right!" he cried." am the King Why should Ly to hide it? ‘Why, indeed?” said He were the Grand Duke of Cassel-Felstein and the King of Bohemia’ 15 s.°1 knew, even before you spoke, that you the ereator of the retective, Shertock Holmes, and hs loys n. Although Doyle wrote many other tical essays and plays, Jnemia hires Sherlock Holmes 10 ed by a woman, x041 _ Introduce yourself to the class. Talk about * your name * where you come from ‘where you live * home family * job ‘My name’... and I'm .. years old. come from... but Ive in... Nve got. brothers/isters.. ama 2. Use the prompts to describe the pictures (A-8) to your partner, ‘A. dear lake, high mountains, trees, clean air B_ busy motorway, a lot of cars, exhaust fumes, air pollution © bus stop, well-dressed passengers in a queue, wait to get on bus D a variety of expensive shops, shoppers, modern escalators E cosy house, pretty garden, lots of flowers and bushes Picture A shows fantastic scenery. can see a clear lake and high mountains. There ae trees by the side ofthe fae and the ais fresh and clean, Pe MESSY A CITY SLICKERO: Hi! My name is Stephen and | live in a tiny flat in Brixton south-west London. | chose to live here because there is never a dull moment in a city like London. I'm an art student and the hustle and bustle of so many people in one area is the inspiration for a lot of my painting. Another advantage of city life is having everything you need so close at hand. Living beside the Tube station means | don't need a car to get around, which saves me money. Also, there are shopping centres, art galleries and museums everywhere Of course, London, like any large city, has its problems, too. Londoners dont chat on the Tube or the bus and there is much less community spirit than in the country, where my parents live In fact, they don't understand how | can put up with the constant noise and pollution, and traffic congestion. However, | see that as.a small price to pay. I'm in my element here in the heart of this fine city. As a famous poet once said, ‘He who is tired of London is tired of life Listening _ listen and say where each person lives. What reasons do they give for liking where they live? Bill - Anne ~ John & Mary Reading 4. Lookat the title of the article and the introduction. What is the article about? Listen and check.{ Objectives ) Reading: true/false (article); multiple choice cloze skill~ signs & notices (multiple choice) Vocabulary: city life/country life; jobs & job qualities; describing places; parts of a town; job interviews word building — compound nouns Grammar: comparative/superlative; -ingfinfinitive forms Phrasal verbs - put Listening: true/false; multiple matching (missing sentences) kils~ listening for gist listening for detail Speaking: expressing likes and dislikes; talking about job qualities; asking forgiving directions; expressing preferences; a job interview, ‘pronunciation ~ word stress in compound nouns Pronunciation: city-related compound nouns Writing: a postcard portfolio - short article describing a place; description cofyour neighbourhood: questions fora quiz 1 [Focus >] ss talking about themselves Read the rubric and the prompts. Use the skeleton dialogue to introduce yourself. Allow Ss a few minutes to prepare a short monologue about ‘themselves. Give any necessary help. Choose some $5 to present themselves to the class. (Ss'own answers) 2. [Focus >] describing pictures Ask Ss to look at the photos and elicit/explain the ‘meaning of any unknown words in the captions. In pairs, Ss describe the pictures using the prompts Walk around the class, monitoring the task. Ask pairs of Ss to report back to the class, ‘Suggested Answer Key Picture B shows trafic congestion. | can see @ busy ‘motorway. There are a lot of cars and their exhaust fumes are producing air pollution. Picture C shows convenient public transport. I can see a bus stop, There are well-dressed passengers in a queue, waiting to get on the bus. Picture D shows a large shopping centre. can see a variety ‘of expensive shops, There are some shoppers going up the escalators. Picture E shows a peaceful neighbourhood. | can see a cosy suburban house. Theres apretty garden with lots of flowers and bushes. 3 [Focus] listening for detail Explain the task. Play the cassette/CD (twice if necessary). Ss take notes and compare them with their partner's, Ask some Ss to report back to class. Check Ss’ answers, FS Answer Key Bill: countryside -+ prefers a quiet life: he gets by; the local people ely on him: has several close friends. Anne: city + mare things to do; loves the energy and ‘excitement; everything is on your doorstep. John & Mary: village -» didn’t want their doughters to ] reading for gist Explain the task. Allow Ss time to read the title and the introduction, Elici¥éxplain any unknown words. Ask Ss to underline parts of the text to justify their answers. eg. city slcker/country lover, ...might suit some people, ... but others prefer..., ...Stephen and Marianna ..., ... to get both sides of the story Suggested Answer Key The text must be about living in the city or country It probably wants to show why some people prefer the city {0 the country and vice versa. | suppose ‘Down Town’ is the name of the magazine or newspaper which published the article, and the two people will give opposing viewpoints. 16(T)5 [Focus >] reading for detail Present Study Skills tip. Ask Ss to read the statements, underlining the key words. Explain any unknown words/phrases by giving synonyms, opposites or examples. Ss read the text for gist. Do item 1 with Ss. Tell Ss to reread the text and look for synonyms or words/phrases with similar or opposite meanings to the key words. Ss read text again, and in pairs, complete the task. Check Ss’ answers ‘Answer Key (See overprinted answers) In pairs, Ss explain the words in bold by giving examples or synonyms. Suggest that Ss use 2 thesaurus to help them complete the task. Explain that a thesaurus is similar to a dictionary only that it doesn't provide definitions, just synonyms. See introduction for recommended thesauruses. Suggested Answer Key dull (ad): boring hustle and bustle (exp): noise, movement and activity inspiration (n}: source of new and creative ideas ‘lose at hand (exp): nearby, convenient chat (v):have informal conversation with sb community spirit (n): friendliness and understanding ‘among the people in a particular area put up with (phrv):tolerate constant (ad)): continuous, never ending (to be) in one's element (exp): to be happy because you ‘re doing what you lke or can do best down under (exp): Australia huge (ad)):entormous, very big ranch (n):farm with animals rather than crops healthy (adj):g00d for you, makes you ft and strong fresh (adj):clean and cook found outside, not ina room drought (n):along period when theres little oro rain crops (n): grains or vegetables grown by a farmer isolated (adj}:remote, cutoff local facilities (noun-phrase): buildings, equipment, services, ete, provided forthe public in your area 6 [Focus >] expressing likes and dislikes Ss read the text again. In pairs, then list. the advantages and disadvantages of living in the countryicity in the Speaking section of their notebooks. Brainstorm additional pros and cons ‘and write them on the board. Ss make notes, Read ‘out the expressions in the useful language box. Ss use their notes to talk about where they prefer living. Choose some Ss to discuss the topic. Suggested Answer Key City tos interesting lite; inspiration for work facilites close at hand; easy to get around; shopping centres, art galleries, museums 17(T) Additional Pros: get to meet new people: better job prospects; latest film releases and theatre productions; centre of activity etc . Cons: people don't chat to each other, less community spirit: noise, pollution traffic congestion ‘Additional Cons: high cost of living; traffic hazards; ity streets; ualy blocks of flats: high crime rate: people are ‘always ina hurry and stressed, ete Countryside Pros: fantastic scenery healthy ifstyle, space, peace and 4uiet, clean and fresh air produce own food Additional Pros: have your own home, and garden; are involved in the community: can do outdoor sports; most things are cheaper than in the city: have time to take up Sports and hobbies, ete Cons: droughts, no crops; isolation: not many things ‘available, no local facilities; problems when sb sill Additional Cons: may get bored: smal social circle there isn'ta wide variety of goods, brand names, etc Suggested Answer Key Si: lke fving in the city because lifeis so interesting here and all the facilites are close by .. museums, opera houses, theatres - youname it! 2: |just hate living in the city. can’t stand the no‘se and the traffic congestion! 3: {t difficult to choose between the two. What | don't like about the city is the traffic, and people are too busy totalk to each other But think | would be bored inthe country. too. Writing Read the rubric and the prompts. Tell Ss to use their notes from Ex. 6 and refer them to the article to get an idea of the language style and layout. This could be done in class or assigned as HW provided that Ss have completed Ex. 6 orally in class Suggested Answer Key Exciting and colourful Amsterdam ‘My name is Lucy Adams and I live in Amsterdam. |am a student, There are many things which make living jn ‘Amsterdam a wonderful experience. Weve got museums, cafés and theatres, but what | love most about this city is its canals. | also like spring in Amsterdam. There are different kinds of flowers everywhere and the parks are full ‘of ducks and other birds. Of course there are things | dont like about the city For instance, | hate It when pedestrians walk in the bicycle lanes, idont ke how crowded it becomes at certain times ofthe yea either but I wouldn't want a liveanywhere ese.by woods and rivers prefer the bright lights j. ‘Down Town’ spoke to “Hello — or ‘G'day, as we say down under. My name is Marianna and 1 live in New South Wales, Australia, on a huge ranch called The Rain River Land. It’s a beautiful area with fantastic scenery. | live here with my husband Joe and our two children, Patrick, 11, and Abby, 8. We have lived on this ranch for several years and love our healthy lifestyle. We have 70,000 hectares of land, so the children have lots of space to run around and enjoy the peace and quiet. The air is clean and fresh and we produce @ lot of our own food so we are sure that what we eat is fresh, Theres lots of hard work to do running a ranch, but we donit mind. Of course, there are some negative aspects to life out here, There are often droughts in Australi and sometimes we carit grow any crops for months. We feel isolated sometimes, too, especially since the nearest neighbours 1OO0km away. Another problem is that many things are not as easily available as in the city. There are no local facilities such as schools, supermarkets and shops, and if we are ill we have to call the flying doctor. are almost Although life here can be difficult, we wouldn't 6 a - ~— ‘ ~ ~ aa (StupySia iLLS) or Reading for specific information : Read the statements and underline the key words Read the text to get the gist. Read again carefully. Look for synonyms/opposites or words/phrases with similar/diferent meanings to the key words in the con stavements. Read the article and mark the statements (1-8) True (7) or False (F), Then, explain the words/phrases in bold. 1 2 Stephen is a professional painter. F Stephen thinks using public transport is cheaper than travelling by car. T Stephen's parents don't like the noise of London. 7 Stephen is tired of living in London. F 5) Marianna and her family have lived on the ranch for most of ther ives. F 6 Life on a ranch has some disadvantages. T 7 Marianna doesn’t have any neighbours close byT 8 Marianna wishes her life was different. F Speaking * Expressing likes/dislikes Read the article and list the pros and cons of living in the country/city. Use your notes and the expressions in the table to tell the class Where you prefer living. PEE LEE © | love; | like; | really enjoy = Tjust hate; | don’t ike at all; can't stand pee cs ‘= don’t mind; I'm not really sure; t's difficult to say tr) SI: ike living in the city because: 52: just hate living in Writi pairs. Portfolio: Write a short article for a teen magazine about yourself and the place you live in (50-60 words). Write: * fullname » jobystudieshhabits * name of the place you live in * reasons why you (don't) like it 7Vocabulary Practice Places Signs > Reading ‘StupvSi 2 Where might you see signs 1-37 Learning new words: adjective-noun phrases ‘What does each mean? Circle the Learn nouns with the adjectives they go with-This will help you 7) correct explanation A, B or C. remember them and use them correct. t « ® You mustn't let your dog run free. 41 _ Study the phrases. Can you think of any more adjectives? B You can't have dogs in Use as many phrases as possible to talk about where this area ) you live and b) a friend lives. “ster © Only dogs can guide you inthis area Hivein ..Its...with... Thereis/are. : is A. Please help protect the bull snlives in... tS..With... There sare A icon Heh chet escaped. tree-lined ie} © The bull here may be dangerous. narrow [3] A. Someone bought this tabi. B You may sit at this table. You can't sit at this table; Congested e it's booked. 3. Find the opposites of the adjectives in bold. In pairs, act ‘out exchanges as in the example. ‘comer expensive busy street; expensive shop; dirty beach; small town A: What a busy street! B: Yes, itian't very quiet is it? Asking for/Giving directions Work in pairs. Choose a building con the map on p. 19. Describe its position. Your partner finds the building, industrial ‘next to on the comer ® between, ‘opposite * in front of * behing #10 the leftright of A: It'sopposite the hospital. B: Its the. > Listening 5, listen to the directions a local Gives toa visitor in Oaksvill. Mark the route on the map.[Focus >] learning adjective-noun phrases Present the Study Skills tip and elicit examples of adjective-noun phrases by saying random adjectives from p. 18 and eliciting appropriate ‘nouns from the class eg, T Abusy St: Street T: Yes, and $2: shop Read the adjectives and make sure that Ss understand their meanings. In pairs, Ss brainstorm for more adjectives and talk about where they live and where a friend lives. ‘Suggested Answer Key ‘SHOP: big; crowded: small STREET: quiet; busy; deserted; empty VILLAGE: traditional: picturesque; friendly HOUSE: small; expensive; big; old; new TOWN: small ively; quiet historic; seaside RESTAURANT. seafood: expensive; traditional; quiet ‘Suggested Answer Key ) vena quiet friendly village. Ive it there. Is very picturesque with lots of narrow streets full of small ‘houses. My house isnot spacious, but is comfortable ‘enough for us. We only have a few local shops in the village so they are usually very busy the evenings we sometimes go out to eat. There are a couple of traditional restaurants that are quite expensive b) My fiend, Barry lives ina large industrial town, t has wide, noisy, congested streets and lots of crowded, ‘busy shops. He lives in a small, semi-detached house. Theresa corner stop and a fast food restaurant in his neighbourhood. [Focus >] reading to identify information ‘Ask 5 to look at the signs. Explain that it is important to be able to identify and recognise signs because they usually give important information. Ss complete the task in pairs. Check Ss! answers ‘Answer Key You might see sign 1 ina park sign 2in a field and sign 3 Jina restaurant. [Focus >] learning pairs of opposites Ss read each item and find the opposite of the word in bold. You can help Ss if necessary by telling them that all the opposites are included in the concept maps in Ex. Do item 1. Read out the example, Ss complete the task. Walk around the dass, monitoring the activity. Choose some Ss to report back to class. Check Ss’ answers. Answer Key busy + quiet dirty clean expensive cheap small «big [Focus >] describing locations on a map Draw Ss’ attention to the map. Ask them to identify the buildings on the map. Read the prompts aloud and elicvexplain any unknown words. Explain the task. Demonstrate the task yourself first (e.g. T It's opposite the hospital Ss: It’s the library) Ss complete the task in pais, Monitor $s° progress around the class. Choose some pairs to act out their dialogue in front of the class. Suggested Answer Key Its nextto the shopping centre. It the supermarket. ton the corer of King’s Street and High Street. Is the school, Its between the post office and the café. Ins the chemist’: Its opposite the restaurant, Isthecafé, {tin font ofthe office block Ws the block of flats Isto the left ofthe concert hal. {ts the museum. Sh PR Be Sh PS SR Focus >] listening for specific information Explain the task. Play the cassette/CD. Ss mark the foute on the map. Play the cassette/CD again if necessary. Ss compare their answers with their partner's. Check Ss’ answers and elicit the key words which helped them complete the task. Answer key Key words: across Station Road, go down Prince’ Street, turn right onto High Street, turn right again onto West Street, museum ison your right, opposite an office block 18(T)6 [Focus >] giving directions Read the useful language in the box and elicitiexplain any unknown words or structures. Ask 5 to read the rubric, and explain the task. Model the activity with a S eg. S: Excuse me, could you tell me the way to the concert hall? T. Sure. Just cross this street, go right and take the first turing on your left (into Prince's Street), Go down this street and tum right into High Street. The concert hall is the building on the corner, opposite the shopping centre. Allow Ss 5 minutes to practise their dialogues and ask individual pairs to come up and record their dialogues for their Language Portfolio (see introduction for further details). While the other pairs are waiting, they can practise asking for and giving dltections to ‘ther locations and choose their best one to record Alternatively, they can act out their dialogues to the pair of Ss sitting behind or in front of them and get feedback on their performance. 7 [Focus >] vocabulary related to jobs Go through the list of jobs and elicit/explain what they are. Brainstorm to elicit the place(s) where ‘each person works, Write Ss’ answers on the board. Ss copy the words into the vocabulary section of their notebooks. Ask Ss ‘which preposition they used with all indoor jobs (in). ‘Suggested Answer Key secretary: office Nibrarian:lirary security guard: bank, offce block, shopping centre dentist: dentist's surgery waiter: restaurant, café teacher: schoo! traffic warden: street bank clerk: bank Journalist: newspaper office, TV/radio station ‘nurse: hospital, doctor’ surgery sales assistant: shop Allow Ss! 5 minutes to come up with more jobs and. their workplaces. Ss in pairs report back to class. Check $s’ answers. Suggested Answer Key pharmacist chemist ‘mayor: town hall curator; museum chefs restaurant 8 [Focus >] vocabulary related to job qualities Explain the task. EliciExplain any unknown words. ‘Ss:complete the task in pairs. Check Ss° answers Suggested Answer Key sincere: journalist, bank clerk friendly: waiter, sales assistant, bank clerk, teacher, 19(T) nurse, traffic warden, patient: teacher nurse, sales assistant honest: bank clerk journalist ‘caring: nurse, dentist ‘calm: security guard cheerful: water bank clerk, sales assistant responsible: secretary, security guard, librarian, dentist, teacher, nurse, bank clerk, traffic warden ‘careful secretary dentist traffic warden, nurse, bank clerk ‘organised: secretary, librarian, teacher practical: secretary librarian, teacher traffic warden polite: secretary, librarian, waiter, bank clerk, sales assistant, traffic warden [Focus >] talking about Ss’ own qualities Explain the task. Ss complete the task in. pairs. Monitor Ss’ progress around the class. Choose some pairs to act out their dialogues in front of the dass. Suggested Answer Key ‘A: Doyou think you'd bea good dentist? 8: [think 0, fm careful and responsible/Not realy. m not careful enough. 4: Doyou think you'd be a good nurse? 8: [think so. 'm patient and caring/Not really. rm not caring enough. Game Divide the class into teams. Each team thinks of an expression/phrase typical ofa certain job and tll it 10 the class, The team that finds the answer goes next. Each team has only one goat a time. Suggested Answer Key waiter: Are you ready to order sit? secretary: You have a meeting with Mr Smith at 1 pm. security guard: | am and everything’ quiet. Over and out. Ibrarian: Please retuim the book in two weeks. dentist: Open wide. Journalist: I like to ask you some questions, please. ‘teacher: For homework, please do the exercises on page 5. traffic warden: You can't park here sit. ‘nurse: Let's take your temperature and see how you are. bank clerk: How much would you like to pay in? sales assistant: Here your change. Writing Read the rubric and the prompts. Elicit any unknown words, Explain the task. Refer Ss to the map on p. 19 (explain that their map only needs to be of their neighbourhood 50 it, should be on a smaller scale) and their notes. Ask Ss to make a rough map of their neighbourhood in their notebooks fist in class. Walk around the class monitoring the activity and helping Ss. Assign the task as HW, (Ss‘ own answers)> Speaking 6 Portfolio: Work in pairs. Starting from the train station, ask for and give directions to the bank, the museum, etc. You can record your dialogue and keep it in your Language Portfolio. Pee ERIrrieern xcuse me, could you tell ]Of course / Sure. Take the fstsecond turning on your Tum into Just cross / go up / down this road! street and It's to the left offright of / opposite / next to Go past the Do you know where is? ‘A: Excuse me, could you tell me the way to...? Be Sure! Just cross Jobs & Workplaces 7 Look at the map. Where does each person ‘work? In pairs think of more jobs and their workplaces. Secretary Librarian Security guard Dentist waiter ‘Teacher *t2ffic \Narde,, Bank clerk Journalist Nurse Sales assisiianit A secretary works in an office Job qualities 8 Match the qualities below to the jobs in Ex. 7. sincere * friendly » patient * honest * caring * calm © cheerful responsible * careful * organised * practical * polite A traffic warden needs to be responsible, practical and polite. 9 Which job suits you? in pairs, ask and answer. ‘A: Doyou think you'd be a good teacher? B: I think so.™m quite patient and caring. / ‘Not really. not patient enough. qu Play in teams. Who could say this? In teams, guess the job. Team ASI: Ate you ready to order, sir? Team 851: Awaiter Biteiting. Portfolio: Draw a map of your neighbourhood, then write a short description (30-50 words) and present it to the class. Write about: * buildings » streets © shops « facilities ‘My neighbourhood is... There ar... The streets ar... Thereis a chemist opposite... and/but therein)... 19RTT Lm Ey Comparatives and superlatives Be Grammar Reference > Reading & Listening 4. Read the title and subheadings of the quiz. What is it about? ‘b) Do the quiz. Listen and check your QuizTime Britain's Capital Attractions Wiss the ost popular tourist attraction in London? ® the British Museum B Buckingham Palace © the Tower of London What isthe tallest lancmak in London? A Big Ben ® the London Eye C the Houses of Parliament answers. . ‘Shopping 2 Cniethe: 33 [iow many shops are thee in ‘comparative ‘London? and superlative A” more than 80,000 forms in the quiz. B_ more than 20,000 ‘Then, complete more than 30,000 the table. Which is the busiest shoppin Fy recto tondon? 7 A Regent Street ® Oxtord Street © Piccadilly expensive ‘shopping district in London’? Camden ® Knightsbridge C Chelsea G Fre London Undergrcuna the «0 in the world, A fastest B busiest tic is tha most A © oldest REGULAR COMPARATIVE SUPERLATIVE 3) How are comparatives and superlatives formed? Adjective ‘Are the rules the same in your language? old older than the oldest busy busier than the busiest 4. Choose three adjectives from the table in Ex.2 tall taller than the tallest in their comparative or superlative form and fast faster than the fastest rmake sentences about the place you live in. popular more popular than the most popular ; aca > Speaking late later the latest oat eatier the earliest ‘5 Use the adjectives to compare the countries. carefully more carefully the most carefully ‘long * high « big * small + low + short IRREGULAR ~ good/well better than the best KS) REUND) © USA) badibadly worse than the worst Sink Ba ha oman litle less than the least POPULATION cop9a648 3904340 ———00,340.554 muchimany mote than the most Mn teaheae eth tite + as... a5 5 used to compare two peoplelthings, etc, (1343) (oat) (a8) that are equal in some way. Romeisasexpensiveas WER The Sever) The Skanon The Messi Pais. (20 km) Kn) (StupySkius) Laaring Grammar Servcires ‘When you learn an English grammar structure, you can ‘compare it to the grammar equivalent in your language. “This will help you learn the new structure more easly. ‘A: Isthe UK smaller than treland? Be No! The UK is bigger than Ireland, but not as big as the USA ‘A: Yes, the USAis the biggest ofall b, Make a similar table for your country. Compare it to the UK and the USA.1. a. [Focus >] distinguishing genre and content Confirm that Ss know what a quiz is. Read out the title and subtitles. Elicit the meanings of capital, ourist, attractions, shopping and transport by asking Ss to provide examples. Ss explain what the quizis about. Answerkey transport in London. bb. [Focus >] listening for specific information answers, ‘Answer Key (See overprinted answers) 2 [Focus >] comparative/superlative forms complete the table. Check Ss’ answers. ‘Answer Key (See overprinted answers) 3. [Focus >] comparing languages of the book for further details. 4 [Focus >] using comparatives/superiatives Explain the task. Ask Ss to think about where they live and use the comparative and superlative forms ‘to write sentences in the Grammar section of their notebooks about their city/town. You could write some examples on the board. Suggested Answer Key Churchill Streets busier than Rosewood Road. Renting a house in the centre of town is less expensive than in the suburbs. The library is the tallest building in my town. The south districts the least populated area in my town, The ariton’s the most expensive hotel in my town. 5 a, [Focus >] comparing countries Explain the task and elicit what the numbers and abbreviations stand for. Then ask Ss to pair the Pe The quiz is about tourist attractions, shopping and $s do the quiz and in pairs compare their answers. Play the cassette/CD. $s check their Explain the task. Elici/Explain what comparative and superlative forms are by aiving examples. You «an refer Ss to the Grammar References section for more detail, Allow Ss some time to go through the quiz and circle the forms (most popular, tallest, more, busiest, most expensive, fastest, oldest). Ss Present the Study Skills tip. It is always good to try ‘and compare new grammar rules to respective rules in the Ss’ own language. Not only does it give ‘them a point of reference but it also shows the differences which exist between grammatical structures in the two languages. Elicit/Explain the rules for the comparative/ superlative and as. as by drawings Ss’ attention to the table in Ex. 2. Refer Ss to the Grammar Reference section at the back adjectives with their opposites and say which of the headings they describe ‘Answer Key The numbers in the first row are in sq km and they ‘measure the size of a country; the numbers inthe second row show the population (how many people there are in ‘country: in the third row the numbers are in metres (m) {and show the height of the mountains listed; in the last row the numbers are in kilometres (km) and show the Iength ofthe rivers listed. long-short > RIVER High-low > — MOUNTAIN Big-small > —_‘SIZE/POPULATION ‘Model the dialogue with aS, wrteiton the board and undertine the comparative and superlative forms. Allow Ss some time to complete the exercise in pairs, using the adjectives from the list. Monitor Ss’ progress around the class. Make notes of any difficulties Ss had write them on the board and ‘ask Ss to clarify and correct them. Choose some pairs to demonstrate their dialogues for the whole class. Answer key Is Ben Nevis higher than Carrauntoohil? Yes, Ben Nevis is higher than Carrauntoohill but not ‘as high as Mt McKinley. That’ right Mt McKinley is the highest of the three. 1s the Shannon river shorter than the Severn? 'No! The Shannon river is longer than the Severn, but not as long as the Mississippi Yes the Mississippi isthe longest of the three. Beh ee a This can be done in class provided that Ss have access to encyclopaedias, the Internet or other resources. Explain how they should find and select information from encyclopaedias and the Internet (see introduction). Allow $5 time to find the information they need and make their tables. Monitor their progress and provide help if necessary. In pairs, Ss use their tables to compare their countries with the UK and the USA. Monitor Ss’ progress around the class. Make notes of any difficulties Ss had, write them on the board and ask Ss to clarify and correct them. Choose some paits of Ss to report back to the class. Alternatively, assign the task as HW. For Ss planning to use the Internet, recommend ‘wwew.cia gov cia/publications/factbook/and www.eb.com. Follow the same procedure as above in the next lesson (Ss'own answers) 20(T)6 [Focus >] -ing/infinitive forms Explain the task, Elicit what forms the infinitive takes (eg. fullbare infinitive). Ss underline and Gitele the -ing/infinitive forms, Check Ss’ answers. Read out the questions and allow Ss some time to read the text and complete the task. Check Ss° answers, Refer Ss to the Grammar Reference section at the back of the book for more detail ‘Answer Key 1 -ing - (good at) gardening/iget tired of working 2. bare infinitive — (could) make 3 ing - liked) working/(loves most is) being 4 fallinfinitive - (to) rain 7 Explain the task. Ss complete the task. Check Ss’ answers, Answer Key (See overprinted answers) & Allow Ss some time to make sentences about themselves. Choose some Ss to present their sentences to the class. Answer Key (See overprinted answers) 9. [Focus >] sentence transformations Read out the rubric, stressing that the second sentence should have the same meaning as the first and that Ss should not use more than three words. Do item 1 with Ss, Elicit the structure being tested. Then Ss work in pairs and complete the task. Check Ss" answers, ‘Answer Key (See overprinted answers) 10 [Focus >| phrasal verbs with, put Read the verb and the particles on the spidergram Bicit their meanings by writing examples on the board. Waite Ss’ synonyms or explanations (in L1 or 12) on the board, ‘Answer Key. 1 putout 3 puton 2. putme through 4. putoff ‘Ss choose a phrasal verb and draw a picture. Walk around, offering suggestions, Allow Ss 5-10 minutes to complete the task, Alternatively, assign the task as HW. Collect the drawings. Show them to the class and elicit the correct phrasal verbs. 11 [Focus >] adjectives with prepositions Explain the task. Ss complete the exercise in pairs SS report back to class. Elicit feedback and corrections from other Ss Answer Key (See overprinted answers) 21(1) Allow Ss time to write sentences in the Grammar section of their notebooks. Ask Ss to read out their sentences to their partners. Walk around the class, monitoring the task and helping Ss where necessary, Suggested Answer Key 1 Living in my town is very different from living in the village. ‘Most ofthe cafés are usually crowded with people. ‘My town is famous for its monuments Thecity centres full of cafés and restaurants. {im not familiar withthe centre ofthe city. This neighbourhood is very familiar to me. Writing This can be done in class provided that Ss have access to encyclopaedias, the Interet or other sources. Explain how they should find and select information from encyclopaedias and the Internet {see Introduction). Refer $s to the quiz on p.20 to ‘get an idea of the layout, Explain that Ss do not fieed to have subtitles. Decide with the class on the number of questions of the quiz. Allow Ss time to find the information they need and write their ‘quiz Monitor their progress and provide help if necessary. Alternatively, assign the task as HAW. For Ss planning to use the Internet, give them a list of offidal sites to visit (e.g. www.cities com). Check Ss’ answers. In pairs, Ss do the quizzes and put their own in their portfolio (Ss’ own answers) Extension: Collect the quizzes, shuffle them and hand them out to individual Ss in the class (tell Ss to mark their answers on separate sheets of paper) Time Ss and when time is up, hand the quizzes back to their authors to add up their score. The student to get the highest score wins a badge eg Useful Links Ss can visit http /www.triv net/qmenu htin and do more quizzes on Geography.-ing/infinitive forms Grammar Reference 6 Read the text. Underline the -ing forms and circle the infinitive forms. Which form do we use: Phrasal verbs \ 410. Explain the phrasal verbs \ with ‘put’. Use appropriate ones to replace the verbs in bold. Choose one and draw 1 after adjectives with itions? : i prepositions: 4 plete, 2 after modal verbs? 3 after verbs of preference (e.g. like, love, etc)? 4 to show purpose? Jane never liked warking in an office. She gave up her job } @tra as a gardener. She discovered that she was very good at gardening and could make anythina@iow What she loves most is being outdoors in the fresh air, and she never gets tired of warkiag with plants. 1. The ‘firefighters managed to extinguish the fre. 7 Put the verbs in brackets into the correct form. 2: Ganysu onnean mores 1 A: Lam planning to move (move) to the country Mr Smith, please? B: Really? Won't you be (be) bored there? 3 He has gained 10 kilos 2. A; Would you like to come (come) to New York with me? since he moved here: B: That would be great. | need to get (get) a visa first, though 4 They postponed moving 3. A: There is nothing | enjoy more than walking (walk) in the house until May countryside. . B: Me too. | hate living (live) in the city. Adjectives with 4 A: Doyou mind travelling (travel) all the way to work every day? Prepositions B: Well, it takes me two hours to drive (drive) to work, but | don*t 11 fill in: with, to, from, of, for. Use the adjectives in bold to make sentences about the place you live in mind at all 8 Complete the sentences about yourself, using-ing/infinitive forms. 1. New York is very different 1. {can't stand living in the city froma Argos 2 Shate traveling by plane 2 iia rs 18 3. I could live in the countryside with people 4. {'m tired of working long hours. 3 tonion '& Yimou 4 5. I've decided to move to Paris its nightlife 4 The town centre ‘s full Sentence transformations ‘of cheap restaurants. 5 Are you familiar with 9 Complete the second sentence so that it means the same as the first, this area? Using no more than three words. What grammar structures are tested? 6 THE towns ferillat 08 1 It’s better to avoid travelling during the rush-hour. Ws (ised elveliere It’s not a good idea to travel during the rush-hour. ei 2. There are only a few parks in this city. Bg Writing. There are not many parks in this city — 3 Ais one of the most expensive cities in the world. Portfolio: Collect ‘Very few cities in the world are 2s expensive as LA. information to write a short 4: He prefers London to York quiz about the capital city of He likes London more than York ‘Your: county (5 BO ores) 211 Listening & Speaking skills Comparing places ‘a. You are going to listen to two friends talking about Budapest. Before you listen, look at sentences 1-6 and, in pairs, try to guess whether they are true or false. Ce YC The best way to travel around is by car Talc can be very heavy. You can buy lovely ait, Eating out doesn't cost much, Public transport isnot expensive ‘Summers are cool > Listening by Listen and tick (7) the sentences as True or False. Were your guesses correct? «»' Listen again and make notes about Budapest under the headings below. Make similar notes about the place you live in. Compare the two places. * traffic © shopping « restaurants ® public transport * weather Traffic in Budapest is as heavy as in my town. Expressing preferences a. In pairs, use the table and the prompts to form dialogues as in the example. You can use your own ideas. rs Pete Pere ro eer) Do you want + full infinitive... || # I'd prefer + full infinitivey Doyou want to go tothe theatre? || noun Do you fancy + -ing form ...? Id prefer to watch a film. * Md rather + bare infinitive (+ than + bare infinitive) Vd rather order take-away (than eat out) Do you fancy eating out? Would you lke + ful infinitive Would you lite to go toa party tonight? Means © + see a film/go dancing * play golf/play football * eat Chinese food/eat indian food © have dinner with...cnave an early night * 90 10 a football matchigo to a rugby match + eat ouviget a take-away A: Do you fancy seeing aflm tonight? B: Notreally 'd rather go dancing. b, Study the table. Then, use the headings to talk about your preferences tainment enter food Cece) ‘© prefer + noun + to + noun -» | prefer vegetarian food to meat I prefer + (-ing form) + to + Cing form) -» | prefer walking to driving, I prefer + full infinitive + rather than + bare infinitive -» | prefer to play tennis rather than play got. f transport Sports | preter going out with my friends to playing computer games. > Intonation 4 |.) Match the words, then listen ‘and underline the stressed syllables. A 8 local stansport traffic spirit communi centre aublic facilities city ‘congestiona. [Focus >] prediction about a listening text Read out the rubric and sentences 1-6. Explain’ Elicit any unknown words. Ss try to guess the answers (Ss'own answers) b. [Focus >|] listening for confirmation Play the cassette/CD (twice if necessary). Ss listen and check their answers ‘Answer Key tF 27 37 47 ST 6F listening and taking notes Play the cassette/CD again with pauses to allow Ss time to take notes. Check Ss’ answers by playing the cassette/CD again. Ss make similar notes about their townvcity and write sentences in the Grammar section of their notebooks, comparing the two places. Ss can give their sentences to their partners to tead and check. Walk around, helping Ss where necessary ‘Answer Key traffic: heavy congestion, delays shopping: expensive shops, expensive souvenirs, beautiful gifts, cheap supermarkets restaurants: reasonable pices public transport: metro, tram, taxis, cheap weather: cold winters, hot summers (Ss'own answers) [Focus >] expressing specific preference ‘a. Explain the task. Read aloud the structures for asking about and expressing specific preference in the box. Also read out the prompts. Elicit/ Explain their structures and meanings. Allow Ss. some time to complete the exercise in pairs. Walk around the class, monitoring the exercise and helping Ss where necessary. Make notes of any difficulties Ss had, write them on the board and ask $s to clarify and correct them. Choose some pairs to present their dialogues to the class. Suggested Answer Key ‘A: Doyou want toplay goths weekend? 8: | would rather play football (than play golf this weekend). Doyou fancy eating Chinese food tonight? Well 'd prefer to eat indian food. A B ‘A: Would you like to have dinner with us? 8: No,mtired. 'd rather have an early night. A & A B Do you want to go to a football match? ‘Actually, (d rather go to a rugby match. Doyou fancy eating out? Id rather get a takeaway. b. [Focus >] expressing general preference Read aloud the structures for expressing general preference in the box. Also read out the headings. Explain the task. Allow Ss time to complete the exercise. Choose some Ss to present their preferences to the class. Make Notes of any difficulties Ss had, write them on the board and ask Ss to clarify and correct them. Suggested Answer Key | prefer watching films at the cinema to going to the theatre. \ prefer (eating) Italian food to (eating) Chinese food. I prefer to walk to work rather than drive. I prefer to go to football matches rather than watch them (on TVat home. [Focus >] intonation of compound nouns ElicivExplain that compound nouns are nouns made up of a noun-noun or adjective-noun combination. Help Ss to match the halves of the compound nouns. Play the cassette/CD. Ss listen and check their answers. Play the cassette/CD again with pauses for Ss to underline the stressed syllables, Choose some Ss to read out the ‘compound nouns. Check Ss’ intonation ‘Answer Key (See overprinted answers) 22(1)5 Focus >] vocabulary related to job interviews Read the sentences aloud and explain any unknown words/expressions. Ss complete the task. Answer Key 1 employer 2 prospective employee 3 employer 4 employer 5 employer [Focus >| listening for confirmation a. Explain the task. Ss must use the expressions from Ex. 5 to complete the dialogue. Allow Ss some time to complete the exercise, then play the cassette/CD. Ss listen and check their answers. ‘Answer Key (See overprinted answers) b. Explain the task. In pairs, Ss make guesses about what happens next in the dialogue. (sown answers) Play the cassette. Ss listen and check their answers. . [Focus > Allow Ss time to practise the dialogue in pairs ‘Monitor $s° progress around the class. Choose some pairs to act out their dialogue in front of the class, Focus >] role-play Present the Study Skills tip and check Ss° Understanding. Allow $s time to read the advert Elcit/ Explain any unknown words (eg. NVQLevel 3 = Nationa! Vocational Quatfication). Explain the task. In pairs, 95 prepare a dialogue based on the job ad and on the dialogue in Ex. 6. Monitor Ss’ progress around the class. Make notes of any difficulties Ss had, write them on the board and ask Ss to clarify and correct them. Choose some $s to act out their dialogues in front of the dass. Ask individual pairs to come up and record their dialogues for their Language Portfolio (see introduction for further details). The other pairs should listen to get ideas and note any weaknessesimistakes in order to avoid them themselves Extension: When all the pairs have recorded their dialogues, you can play the recordings so that the class can gwe feedback and suggestions to each pair. You can also bring the class ballot box and hold a class election for the best recording. $s should assess their schoolmates’ overall performance, grammar, pronunciation, intonation and fluency. 23(T) ‘Suggested Answer Key ‘A* Good afternoon, Ms Jones. Did you have any trouble finding us? ‘No. not at all Please, havea seat. Thank you. 1 understand you are applying for the position of Head Chef. Yes thats right. Could you tell me what your qualifications are? Certainly, 've got an NVQ Level 3 and | speak fluent French. ‘A: Is¢2. What work experience have you had? 8: 1 worked for five years as second chef at Isle Restaurant in Paris. zone Pas Focus >] describing pictures a. Explain the task. Tell Ss that they must use only ‘one word to fill in each gap. Do the first item with the class. Ss complete the task in pairs. Check Ss’ answers. ‘Answer Key (See overprinted answers) b, Ask Ss to look at the picture in Ex. 6. Read aloud the prompts and elicit responses from Ss. Allow Ss time to look carefully at the picture and prepare their descriptions, using the description in Ex. 8a as a model. Monitor Ss’ progress around the class. Choose some Ss to present their descriptions to the rest of the class. Tell the rest of the class to make notes about the Ss’ performance and report back to the class. Check Ss’ answers. Suggested Answer Key This picture shows two business people, probably during 4 job interview. The man must be an employer and the woman a prospective employee. They are wearing smart business suits. They are in the employer’ office. He is probably asking questions about her qualifications and work experience, because he is pointing to her CV. She ‘must be anxious to get the job because she looks a ite nervous.Job interviews > Reading 5 Who might say the sentences (1-5) below: an employer or a prospective employee? 2 Iegota degree in British History. 3 Died ny trouble finding us? 4 What work experience have you had? ou ha 5. Could you tell me what your qualifications ar 6 3 Complete the interview with sentences from Ex. 5. Listen and check. A: Good afternoon, Ms Harris [a[3] B: No, not at al (bhi : Thank you. | understand you are applying for the position of Tour Guide. Yes, that’s right. eB] - : Certainly.[4 [2] Oh, and | speak four languages. | see. [e [4 B: I worked for two years as a tour guide at the Tower of London, and as a clerk in the Tourist Information Centre at Victoria Station for three years. \ ‘by Do you think Ms Harris will get the job? Why (not)? Listen and find out. Take roles and act out the dialogue. You can change the ending. Role-playing Role-play is effective if you use your imagination, Think of the situation, the setting, who you are, how you feel, what gestures you might use, etc > speaking 7 Portfolio: Look at the job advert. Take roles and act out a job interview. Use the dialogue in Ex. 6 a5 a model. Record your dialogues. WANTED: Experienced Head Chet for speak fue’ Fench anc haveal The riperson musthave NVO Level, speak stare Pa a ence preparng French food. 42-hour week edn weekends. Excellent pay. ‘To arrange an interview, call 01743 261978. Describing pictures ‘a. Look at the picture and complete the text. Thispicture shows a businessman. He 1s ‘)in the driver's seat 2)of a car, He must be 3)00n his way to work because he is wearing a suit and a tie. He is driving 4) and shaving while he is looking 5) in the mirror He must be late 6) bacause he looks stressed b. Now look at the picture in Ex. 6 and describe it to your partner. Think about: where they are what they are wearing what they are doing how they fee! a (7a your bone toric (< because you're leaving) K because you're leaving ) next month? (Yes, he thought it, was this month. ~ 23