Joanne Chapman aes Teacher's Book Creda aes ae MACMILLANJoanne Chapman Teacher's Book | Teer for the revised FCE ad GTB ENN‘Macmillan Hellas SA 2 Misaraliotou Street ‘Athens 11742, Greece ISBN Teachers Book: 978-960-447-160-7 ISBN Tests CD: 978-960-447-161-4 ISBN Teacher's Book and Tests CD Pack: 978-960-447-162-1 ‘Text © Macmillan Hellas SA 2004 and 2008 Design and illustration @ Macmillan Hellas SA 2004 and 2008 First published 2004 ‘This edition 2008 Al rights reserved: no part of this publication may be reproduced, stored in a retrieval system, transmitted in any form, or by any means, electronic, mechanical, photocopying, recording or otherwise, without the prior written permission of the publishers. Note to Teachers Photocopies may be made, for classroom use, of pages 164-224 without the prior written permission of Macmillan Hellas SA, However, please note that the copy which does not normally permit multiple copying of published material, applies to the rest ofthis book. Designed by Maria Staveri; revisions to the 2008 edition by Anna Rarou Cover designed by Nikos Panagiotopoulos based on an idea from Marc Thériault at Polyplano, Thessaloniki Sound recordings by Artracks Studio ‘Tests written by Katerina Mestheneou ‘The publishers would like to thank Damian Mac Con Uladh and Kathleen O'Brien for writing additional material for the 2008 edition. ‘Although we have tried to trace and contact copyright holders before publication, in some cases this has net been possible. If contacted, we will be pleased to rectify any errors or omissions at the earliest opportunity. Printed and bound in Greece 2012-2071 2010-2009 2008, 098765432Introduction Unit 1 Family Ties.. Unit Test | Unit 2 The Open Road Ween Show you know! Unit Test 3. 7 t Unit 3. Killing Time Dinlvaed Unit 4 WorkWonders 36 Show you know! Units 3-4 .......44 | Unit Test 5 Term Test | Unit 5 The Global Village Unit 6 Come Rain or Shine Unie Test 6 Show you know! Units 5-6 Unit Test 7 Unit 7A Matter of Taste Unit Test.8. Unit 8 Out and About... Unit Test 9... Show you know! Units 7-8 Usierese 0: Unit 9 Lab Report | Term Test 2 .. Unit 10 Let Me Entertain You | winneTese ty Show you know! Units 9-10....98 = Unit Test 12... Unit 11 The Learning Curve 00 | Unie-Test 13.. Unit 12 Fighting Fic ... 08 Show you know! Units 11-12..116 | Unit Test 14... Unit Test 15. Unit 13 Art Attack... Unit 14 Game, Set and Match Co Show you know! Units 13-14..134 | Term Test 3 “126 | Unit Test 16 Unit 15 Unit 16 Show you know! Units 15-16..152 Tapescripts..... CD Tracklist...... Student’s Book TapescriptsLaser B1+ Introduction a ‘Welcome to Laser B/ +, a modem, motivating course specifically designed to take teenagers from intermediate level up to the B2 eam level. Laser BI+ offers your students: ‘© a comprehensive topic-based approach, a graded syllabus, «systematic grammar and vocabulary development, + controlled language skills development and focused exam skills development. Laser BI+ Student’s Book ‘The Student's Book contains 16 topic-based units, graded to get more challenging as the course progresses Through a modern design and engaging, age-appropriate texts learners are introduced to the topic of the unt in the Reading section, which develops reading skills and introduces key vocabulary as well as providing practice in a Cambridge First Certificate (FCE) style task This tex is then further exploited as the source of examples in the Grammar inie section, Here, essential grammar is presented in a simple, easy to understand way and is, then practised in various topic based contexts Students are aso referred to the fuller explanations in the Grammar database Each unit ofthe Student's Book has 2 Vocabulary builder section, where topc-based vocabulary is presented together with phrasal verbs, collocation, idhoms, word derivatives, confusable words and metaphorical uses of language. This is followed by the Listening section, where listening sls are developed and applied to an FCE:syle tsk as is also the case in the Speaking section, which includes expressions and techniques needed to tackle the Speaking exam. In the Use of English section the key grammatical and lexico- grammatical items that are tested in FCE Paper 3 Use of English are focused on in the context of an exam-style task, Each unit ends with a detailed Writing section, giving students ‘the opportunity to analyse and respond to a model, pan their ‘own writing in detail and have a sound basis on which to check ‘their own work Tightly-focused skis work provides them with ‘the awareness of reader purpose and register that they need at this level, together with useful phrases and other specific language items they need. There isa complete review every two units in the Show you know! section, This consists ofa variety of tasks designed to recycle and revise what students have learned All Show you know! sections are marked out of the same total so that you and your students can quickly and easily assess their progress, The Laser BI+ Student’s Book also contains: « a Writer's database, with models of each text type so that students can see instantly what form their work should take, accompanied by the key points, © a Word pattern database, providing quick and easy reference 10 the important patterns associated with a word, and a Phrasal verb database, which defines the phrasal verbs the students encounter throughout the course in simple terms, © a Speaking database with useful phrases students can use to complete the speaking tas, © a Grammar database where all grammar presented in both Grammar clinic and Use of English sections is fully explained in language your students will understand, followed by comprehension questions to aid understanding and retention. <4># a CD-ROM which gives students the opportunity to consolidate ‘their learring in a motivating way. The Laser 81+ CD-ROM provides unit-by-unit practice of vocabulary and structures ‘taught as well as extra listening and reading activities based on ‘the language from each unit. [Teacher Password: | Laser B+ Teacher’s Book ‘The Teacher's Book provides full guidance with: ‘* detalled teaching notes giving a step-by-step breakdown of each task including diferent options so that you can choose what is most appropriate for your particular students, + an at-a-glance On the Board section for your convenience during the lesson, + background information on specific references, + suggestions for additional tasks to use at your discretion, + notes on Errors to Watch Out For, highlighting common cerors that students at this level make, « the key to all exercises, giving alternate answers and justification for answers where appropriate, tapescripts of al listening texts. Tne Teacher's Book also contains photocopiable Tests, which include a variety of Reading, Listening, Grammar and Vocabulary ‘asks, including FCE-type tasks 16 Unit Tests © 3 Term Tests 8 | Final Test Tests Audio CD '* Key and Tapescripts for Tests Other Components Laser BI+ is also supported by: ‘* a Workbook, which follows the syllabus of the Student's Book and provides a variety of tasks including FCE-style tasks, to consolidate classwork. All exercises are designed so that they can be done away from the classtoom. ‘+ Workbook Audio CD ‘+ 2 Workbook with Key and Audio CD for teachers « Class (Ds which contain all the audio material forthe Student's Book tasks | would lke to take this opportunity to wish you and your students good luck and to invite your feedback | am always interested to hear about students’ and teachers’ experiences with courses | have worked on and would welcome any contact ‘through the publishers. Steve Taylore-KnowlesContents scanning for specific information tense review: key topic vocabulary, os people and relationships Family Ties page 6 umm The Open Road page 14 Show you know! units 1-2 page 22 free time activities, hobbies Killing Time page 24 Work Wonders page 32 Show you know! units 3-4 page 40 the media, ‘communications ‘The Global Village page 42 Come Rain or Shine page 50 Show you know! units 5-6 page 58 A Matter of Taste age 60 travel and tourism Out and About page 68 Show you know! units 7-8 page 76 (FCE Reading Part 3) scanning for specific information (ECE Reading Part 1) recognising discourse markers (FCE Reading Part 2) scanning for specific information (FCE Reading Part 3) scanning for specific information (FCE Reading Part 2) understanding main concepts (FCE Reading Part 1) ‘grammatical referencing (FCE Reading Part 2) text type and function (FCE Reading Part 3) <65 present (simple and continuous) tense review: past (simple and continuous) tense review: present perfect (simple and continuous) tense review: past perfect (simple and continuous) the passive the future (1): will, going 0, present (simple and continuous) reported speech. infinitives and ing forms. ‘word formation (prefixes), phrasal verbs with up, ‘metaphors (people) key topic vocabulary, confusable words, collocations (transport) key topic vocabulary, idioms (time), phrasal verbs with, down, metaphors (time) key topic vocabulary, word formation (suffixes), confusable words key topic vocabulary, phrasal verbs with on, idioms (the media) key topic vocabulary, collocations (weather), confusable words key topic vocabulary, phrasal verbs with ou, collocations (cooking) key topic vocabulary, word formation (irregular forms), metaphors (life)NG NF predicting talking about family (ECE Listening Part 1), (FCE Speaking Part 1) Soundbite: fy and /i:/ identifying location ‘comparing (FCE Listening Part 2), (FCE Speaking Part 2) Soundbite: fae/ and /e/ understanding attitude (FCE Listening Part 3), Soundbite: fa/ listening for specific expressing uncertainty information (FCE Speaking Part 4) (FCE Listening Part 4), Soundbite: silent letters (1) stative verbs, word patterns (ECE Use of English Part 1) would, used to, be used 10, word patterns (FCE Use of English Part 2) articles, synonyms (ECE Use of English Part 4) comparatives and. superlatives (FCE Use of English Part 3) listening for gist talking about experiences countable and uncountable (FCE Listening Part 1), (FCE Speaking Part 1) nouns, Soundbite: /3/ homonyms listening for specific speculating, information (FCE Speaking Part 2) (ECE Listening Part 2), Soundbite: weak forms (1) identifying roles agreeing and disagreeing (FCE Listening Part 3), (FCE Speaking Part 3) Soundbite: /ki, /g/ and /n/ listening for specific giving examples information (FCE Speaking Part 4) (FCE Listening Part 2), Soundbite: /s/ and /2/ (ECE Use of English Part 3) ‘question tags, connectors. (FCE Use of English Part 1) indirect questions, prepositions (FCE Use of English Part 2) refer, would rather, ‘had better, Parts of speech (FCE Use of English Part 4) selecting correct register, informal letter/email presenting an argument, essay awareness of target reader, informal letter/email layout and text structure, report using descriptive language, story selecting appropriate style, article using prompts, formal letter/email using set phrases, letter of applicationoe Contents science and technology Lab Report page 78 Let Me Entertain You page 86 entertainment Show you know! units 9-10 page 94 The Learning Curve page 96 health and fimness Fighting Fit page 104 Show you know! units 11-12 page 112 the arts and music Art Attack page 114 sport Game, Set and Match page 122 Show you know! units 13-14 page 130 the environment Up in Smoke page 132 crime ‘On the Run page 140 Show you know! units 15-16 page 148 Writer's database page 150 Word pattern database page 156 Phrasal verb database page |57 Speaking database page 158 Grammar database page 159 scanning for specific information (FCE Reading Part 2) distinguishing fact and opinion (ECE Reading Part 1) lexical referencing (ECE Reading Part 2) scanning for specific information (ECE Reading Part 3) understanding main points (ECE Reading Part 2) understanding text structure (ECE Reading Part 1) ‘grammatical referencing, (PCE Reading Part 2) scanning for specific information (FCE Reading Part 3) conditionals (1): zero, first, second ‘modals (1) relative clauses result clauses: 9, such, 100, enough the causative modals (2): modal perfec the future (2) future perfect (simple and continuous), future continuous conditionals (2): third £agrat 2k! Key topic vocabulary, collocations, phrasal verbs with off key topic vocabulary, confusable words, collocations (entertainment) key topic vocabulary, phrasal verbs with over, metaphors (the mind) key topic vocabulary, collocations: make / do, metaphors (problems) key topic vocabulary, word formation (sulfixes), metaphors (description) key topic vocabulary, collocations, phrasal verbs with other particles, key topic vocabulary, confusable words, metaphors (ideas) key topic vocabu word formation (irregular forms), word patterns Yelistening for specific information (FCE Listening Part 1), ‘Soundbite: /s/ and /f/ predicting (FCE Listening Part 2), Soundbite: fof predicting, (ECE Listening Part 3), Soundbite: stress (1) listening for gist (FCE Listening Part 4), Soundbite: fax), fat) and (us ‘identifying relationships (FCE Listening Part 1), Soundbite: silent letters (2) listening for specific information (FCE Listening Part 2), Soundbite: stress (2) understanding purpose (ECE Listening Part 3), Soundbite: fof and foo! listening for specific information (FCE Listening Part 2), Soundbite: weak forms (2) talking about hopes (ECE Speaking Part 1) expressing attitude and opinion (ECE Speaking Part 2) prioritising, (FCE Speaking Part 3) discourse management (FCE Speaking Part 4) talking about interests (FCE Speaking Part 1) comparing (FCE Speaking Part 2) expressing attitude and opinion (ECE Speaking Part 3) seeking clarification (FCE Speaking Part 4) unless, in case, as long as, ‘word patterns (FCE Use of English Part 2) parts of speech, word formation (prefixes) (FCE Use of English Part 3) relative pronouns and prepositions, word patterns (ECE Use of English Part 1) infinitives of purpose, word patterns (ECE Use of English Part 2) sradable and ungradable adjectives and adverbs, synonyms (FCE Use of English Part 4) the unreal past, ‘common mistakes (FCE Use of English Part 2) transferred negation, word formation (FCE Use of English Part 3) wishes and regrets, parts of speech (ECE Use of English Part 4) <9» Contents paragraphing, informal letter/email cohesion, essay, selecting correct register, informal letter/email awareness of purpose, report making recommendations, review selecting correct register, article using prompts, formal letter/email_ paragraphing, Jeter of applicationFam ly Ties ode © The phrase family ties means close connections or relationships between people within the same family eg Famiy tes hove become weaker over the past fify years. * Write the phrase family tes on the board. * Ask students what they think the ttle refers to '* Expl the meaning of the phrase fori tes '* Write the example sentence given above on the board, ‘Elicit suggestions as to what the unit might be about. SE) ‘amily ties Family ties have become weaker over the past fifty years. ‘Aim: to introduce the topics that will be covered in the unit ‘* Read the Look ahead box aloud to your students or ask a student to read it '* Ask students to describe how families can be different (eg large families, smal families, one-parent families, etc) ‘Aim: to introduce the topic of family life through personal responses ‘Ask students to work in pairs to tak about the questions in the Student's Book. '* Go round the class monitoring and helping where necessary. * If you prefer, conduct a brief discussion involving the whole class by reading the questions and inviting different students to ave their answers. ‘© Before students attempt this task write these phrases on the board: clase family and extended family. © Blicit from the students which family members they would put into each category You might need to prompt them by offering afew suggestions eg brother, cousin, father, grandmother et. (Close fori refers to those family members to whom you are Exercise 1 ‘Aim: to review present tenses * Before students do the exercises on this page, ask them to study pages 59-160 ofthe Grammar database. ether in class ‘rat home before the lesson starts. * The frst exercise refers back to the reading passage so that students can see the grammar in question being used in context. ‘© Read the sentences and ask students to tell you which tense is being used in each sentence. ** Ask students to match each sentence to its explanation. ‘Ask students to write five sentences of their own, which can be matched to the list of explanations in ac. > Exercise 2 ‘Aim: to practise using present tenses in context «Students work individually or with a partner to do the exercise © Elicit answers, asking students to give reasons for their answers based on the information in the Grammar database. » Exercise 3 ‘Aim: to practise using present tenses * First, write this sentence on the board: Iam playing volleyball for iy loca teom. ‘Ask students to explain to you what is wrong with the sentence. (The present simple is used to talk about habits) * Go through the first sentence together ‘Tell them to ignore the missing verb for the moment. ‘Asks this a feeling or an action? (an action) * Ask Is to regular habit or a temporary situation? (a regular habit) * Ask: What tense do we use for regular habits? (present simple) ‘© Remind students to go through this process of asking themselves questions about the sentence before they fil nthe gaps. * Students then work individually or with a partner to do the exercise, Unit @ ‘© Remind students to go through this process of asking themselves questions about the sentence before they write the sentences. ** Students then work individually or with a partner to do the. exercise, + Blct answers. » Exercise 5 ‘Aim: to identify incorrect use of present tenses * Students now work individually to find six mistakes in a short paragraph. ‘© Remind them to read through the text once, undertning verbs ‘which they think are incorrect. * Encourage them to ask themselves the kind of questions that they were asked in exercises 3 and 4. * Students should then work ineividualy * Elicit answers * After students have completed this exercise, write this sentence. Con the board: My mum is being a teacher and my dad is working 25.2. woiter unt he finds a beter job. * Elicit from students why the present continuous is used in the Lnderiined part of the sentence. (Iisa temporary situation) * Elicit why is being a teacher’ is incorrect. (The present simple is used for general truths: My mum isa teacher...) My mum is being a teacher and my dad is working as. waiter unt he finds a better job, + Eicit answers ‘1go are living 3amleaming 4 don't ike 5 am trying 6see | am playing volleyball for my local team. > Bxercise & ‘Aim: to further practise using present tenses * First, go through the first one together: # Tel them to ignore the missing words for the moment. * Ass ths 0 feeling or an action (an action) * Asics ita habit or a temporary situation? (a habit) * Asc it a regular hobtor an annoying habit? (an anneying habit) © Aske What tense do we use fer annoying habits? (present continuous) «12>Family Ties ITD > Exercise 1 ‘Aim: to focus on adjectives used to describe people * Either do this exercise a a clas, or divide the class into small groups and encourage them to use a dictionary in order to find ‘the meaning of any Unknown words. '* Before students attempt this exercise, ask them to read through the sentences I-11 and underline any other descriptive adjectives which might be useful as clues to help them do the ‘exercise, Students should find the folowing adjectives: successful funny upset, better, © Ask students to do the exercise + Bicit answers rr ‘= Write the headings positve and negative on the board. ** Ask students to look at the lst of adjectives in the Student's Book and to tell you which they think are posttve Exercise 2 ‘Mien: t0 practise forming negative adjectives by adding a prefix ' i this exercise students have to find the negative adjective. Remind students, however, that in exam-type word formation ‘eeercises, they will need to work out whether the word aquired should be positive or negative. '= Ask students to look at the adjectives in bold and [Brainstorm any opposites which they might know already and ‘erite them on the board. "* Students then work individually or with a partner to complete De sentences, "= Sict answers '* Ask students, ether individually or in pairs, tomake a Ist of ‘other adjectives they know which take the same prefixes. '* Get students to compare the lists they have come up with, Unit @ > Exercise 3 ‘Aim: to introduce phrasal verbs with up ‘* Point out to students that phrasal verbs that share the same particle (up. down out ete) sometimes have meanings that have something in common All the verbs here use up and they all have something to do with things appearing or being made to, appear ‘+ Ask students to look at the phrasal verbs and ase Which phrasal verb might mean to have a sudden idea? (think up) |, © Students then work individually to complete the sentences * Blt answers. ‘© Remind students that sometimes phrasal verbs can have more than one meaning * After students have completed this task write on the board: if you__with your fiend, you become fens again. '* Bicit which ofthe phrasal verbs from exercise 3 could ft this, sentence, (make up) ** Encourage students to make a note of the different meanings of phrasal verbs in their notebooks under the particle. (up down, out, etc) ‘tums up 2comes up 3 thinks up 4 makes up 5 brings up IHyou with your friend, you become friends again, » Exercise 4 ‘Aim: to introduce students to metaphorical words used for describing people “Ask students to look at the words in the box and to try to speculate about what kind of person they might be used to escribe ‘Asc fl get angry easy, might be described as what? (hot: tempered) ‘* Explain that words connected to heat are often associated with anger and that words associated with cold are often used to describe a person who isnt very friendly or kind ‘Encourage students to underline other adjectives or phrases ‘which appear in the sentences which might act as clues. '* Students then work individually or with a partner to complete the sentences. * Blcit answers. cold-heared 2 warm 3hottempered 4 cool Sicy 13>Family Ties Unit Gd © Try this round the lass with several students: making sure that ‘Exercise 1 they pronounce the words correct. Aim: to practise the sil of prediction * Before students atterpt this task write onthe board He wos STSRRSGRRURRBZeRUpRTAION really cnnoyed because | id get back unt midnight. * As them to read the first question in exercise 2 and tll you which of the three options could be matched with the sentence. fon the board, (option A) Some Asie What might the teenager say to his fend if was the a correct answer (perhaps: My dad came home and I was practise giving personal details watching TV insteod of doing my homework) ‘© Remind students that the FCE interview begins with each Elicit any suggestions that the students may have and encourage Candidate being asked to give some personal details about ‘them to offer similar suggestions for the last option Werebies See esa Sor hn recrwining questions. * Ask students to read what Julie says about her family and tell you f there is anything wrong with what Julie says. (No — this ‘would be a very good way of starting an interview.) He was realy annoyed because | did't get back until midnight. fe was really annoyed because | didnt get back unt midnight ac eats > Exercise 2 Students wl often tok about being in the fst cass of Lykio‘or the Mest sisson for gis sndipractoe anvoconvype tsk thie Gloss of Gnnasium: Remind them that they need to learn the * Students now listen to five people talking in five different English wards for the schools they attend (see page |03, exercise 4 for btn suidance) and aso how to soy which class they are in. Fr students at «© Remind students that they will hear each extract twice and that ths level of Englsh its most likely chat they wil be in the second or ‘they should listen to the whole of the extract before they thie year at secondary schoo. Encourage students to learn phrases decide on the ancwer: lke Tm in the second year at my loca) secondary school” * Play the Istening text ‘ «Elicit answers, asking students to justify their answers by » Exercise 2 paraphrasing what they heard. ‘Aim: to make students aware of common mistakes in spoken English ® Students now read two diferent ways of giving personal details, fone of which is correct. * Ask students to look at the frst two options and tell you which they would say in an interview. © Aske Why is My family consists of three members’ wrong? (Atthough the sentence is grammatically correct, itis too formal to sound natural) * Divide the class into pairs and ask students to work together to choose the correct answer for the remaining two options. © lit answers, asking for justifcation. SEE ee > Exercise 3 ‘him: to practise giving personal details * Before students do this exercise, ask them to study on page 158 » Soundbite ‘of the Speaking database ‘Aim: to practise listening for the sounds /! and is! ® Divide the class into pairs Students now lsten to hear the difference between the * Remind students to use the phrases to help them and to pronunciation of the sound / in words such as bit and the ‘expand on the phrases to add some detals oftheir own sound fit in words such as beat. * Go round the class monitoring or helping where necessary ‘+ Explain that they will hear someone say ten words and that they Check to make sure that students aren't making any of the should write down the number next to the word that they hear mistakes from exercise 2. to reveal a ten-cigt number * Ifyou do this exercise as a whole-class activity, ask different ‘Play the listening text. students the questions and encourage them to expand on their * Glct the answer, checking pronunciation. answers, * Students now get the chance to play the game. '* Each student should write down a ten-cigit number and, using SEE the words from the Students Book, say the corresponding, © Ask students to think of two more appropriate questions t0 ‘words to their partner or to the whole class. ask and answer about family. <14>Family Ties Exercise 1 im: to focus on stative verbs * Before students do the exercises on this page, ask them to sudy page 160 of the Grammar database, ether in class or at home before the lesson starts. * Frst, write these sentences on the board: Ths cake is tasting iy delicious! and Im tasting the soup to see if it needs ary more * Ehcit which sentence is correctlincorrect. (The first i incorrect because taste here should be used statively The second is correct) += Seadents then work individually or with a partner to complete Se exercise. it answers. 4 1 think 2 is seeing 3 doesnt look owns 5 sounds 6 are you thinking ‘On the Board] This cake is tasting really delicious! {fm tasting the soup to see ifit needs any more salt, Ces #= ict the meaning of the verb in sentence 2 and ask why seeing used in the continuous form here. (Here it means meeting) > Exercise 2 Flim 10 focus on lexico-grammatical word patterns §* Fest write on the board: Ifyou care aboutlof the planet, join Gemnpecce! # ict from students which is the correct preposition. (about) i> Ask students to look at the words in the box. * Ack students to underline the prepositions in each of the sertences and to see if they can match each of the prepositions sone of the verbs *= Do the first one together * Remind students to use the correct form of the verb, *= Seadents then work individually or with a partner to complete Ge cercse # Bict answers 1 blaming 2deal Boceused core 5 looks Soe Ifyou care about/of the planet, join Greenpeace! » Exercise 3 ‘Aim: to practise multiple-choice gap-filing ® Students now do a multiple-choice gap-fl, which is designed to practise some of what they have learnt from exercises | and 2, {as well as provide exam practice. © Ask students to read through the passage and tell you what Family Helpline is. (a number you can call to speak to somebody about family problems) ‘© Explain that at ths stage itis not important to understand all of the words in the passage but draw students’ attention to clues before and after the gaps that might help them find the answer. These include prepositions, articles, personal pronouns and determiners ‘© Remind students that when they have completed the exercise, they should read it through again inserting the missing word in the gap to check for sense. * Students then work individually or with a partner to complete the exercise. * Elicit answers 1A 2C 38 4A 5D 6878 BA9D 108 tejrngtrcemaweeede pomgeand ak then total ou thevwotl (og depemed ste couiclos and sori) 15>Family Ties {Writing ed > Exercise 1 ‘him: to focus on the purpose of informal leterslemails * Before students do the exercises on this page. ask them to study page 154 of the Writer's database ether in class or at home before the lesson starts. ‘Ask students to read the writing task and to tell you who the letter should be written to. (a female cousin) * Blcit why the leter i informal. (Because itis written to a member of the familyfa cousin) '* Encourage students to think about the kind of information that ‘they might include in their letter to their cousin, especially one who lives abroad. (the weather what the family cid on a national holiday, any news about other members of the family etc) '* Brainstorm ideas, writing any suggestions the students have on ‘the board, + Encourage students to make a paragraph plan before they stat ‘ting with atleast one piece of information that they would incude in each paragraph. » Exercise 2 ‘Aim: to match formal and informal phrases * Students now match formal and informal phrases. * Students work individually or with a partner to complete the exercise. Bic answers. * If time allows ask students to write a short letter based on the correctly ordered informal phrases. They should start and end the letter correctly and include atleast three pieces of family ‘news where they think appropriate, '* You may wish to seta time limit of seven or eight minutes for this. '* Ask students to exchange letters and invite one or two students to read them out to the rest ofthe class. > Exercise 3 ‘Aim: to provide a model answer for students to refer to * Students now read the model answer to the question in exercise | * Ask them to read the letter through once. «Then ask them to read it again quick and to underline all the pieces of faily news that Martin has included in his letter (€g Uncle Tom got mamed, we ofl went tothe wedking ...etc ) '* Encourage students to give their opinion on whether Martin has written a good letter and whether he has answered the qudaien tanec © Divide the class into pairs. '* Ask students to look at the letter again and to work in pairs to replace the pieces of family news that they underined with family news of their own Unit @ » Exercise 4 ‘Rim: to read for specific words and phrases * First, ask students where in the letter they would normally ‘expect to find words and phrases like these. * Encourage them to visualise where the words and phrases should go. * Remind them that these are words and phrases that they can learn and use in appropriate informal letters. * Ask students to read the model answer in exercise 3 again and, Undertine the informal words and phrases. * Elicit answers * You may lke to draw an outline ofan informal letter on the bboard and invite individual students to waite the words and phrases in the appropriate place, 16>ily Ties Exercise 5 -to encourage students to think about the style of informal Remind students to look back at the model leter in exercise 3, ‘5 help them with the true or false questions [Bict answers, asking students to justify by giving examples from mode! letter to prepare students for the writing task remind students of the importance of identifying who they writing to. them to look at the writing task and to tell you who they Will you be writng to your pen fend or your brother? brother) Wil you be writing about your family or your pen-fiend's (pensfriends family) ‘Which country are you staying in? (England) ct who the students will be writing to and why. ise 7 to encourage students to plan their writing ‘exercise is designed to encourage students to use their snation and to make sure that they all have enough ideas they start writing and students that careful planning will improve their students to look at the questions and to make notes in se notebooks. d them that they should be answering the questions with ‘or two sentences, ‘ound the class monitoring or helping where necessary. the end of the exercise, ask individual students to read out mr ideas. ge students to make a note of any good ideas they hear other students hhave time, check that all students have completed the with appropriate information > Exercise 8 |hirn: to give students the opportunity to produce an informal letter + This exercise can be done in class or set for homework, '* Remind students of the importance of using a conversational ‘tone and of answering the question by including the information from their notes. » Exercise 9 . ‘Aim: to encourage students to check their written work * Draw students’ attention to the checklist once they have finished writing and ask them to read each statement and to tick each one thats true for them. © Ask them to make sure that they have ticked all ofthe boxes, before handing their letter in to be marked. * You might consider refusing to mark any letter that does rot meet al the criterain the checks and asking the student to rewrite Serene * In order to monitor whether students have checked their work ‘areflly.you could ask them to underline in pencil on their letters places where they have ‘used informal phrases, for ‘example, * Alternatively invite individual students to read parts of their letter to the rest of the class or get students to exchange letters with each other and to check each other's letters for mistakes before handing them in ‘him: to review the unt and to practise scanning for spec information * Students now have the opportunity to go back through the unit, ‘to check what they have learnt * Ask the whole class the questions from Look back. * Elicit answers from different students. * Encourage students to scan the unit to find any information they can't remember. «17>The Open Road Grammar: past simple and past continuous / would, used to, be used to topic vocabulary / confusable words /collocations (transport) scanning for specfic information ‘identifying location comparing; expressing preference presenting an argument /x/andjef Reading Part 1; Listening Part 2: Speaking Part 2; Use of English Part 2; Writing Part 2 (essay) Lexis: Reading skills: Listening skills: Speaking skills: Writing skills: Pronunciation: CE skills: '* The phrase the open road usually refers to roads in the countryside, where there is very little traffic, eg Nothing quite beats the feeling you get from leaving the town behind and heading off on the open road, ‘© Write the phrase the open road on the board, ‘© Ask students what they think the title refers to. ‘© Explain the meaning of the phrase the open road. '* Write the example sentence given above on the board, «© Elicit suggestions as to what the unit might be about. the open road Netting quite beats ihe feing you get rom leaving the town ee geen et roe sper oe Him: to trodkce re topics that wil be covered th unt fled Lack send bv cloud to yur nls or abee Sart to rad 0 Ee eae eee ena og Bicankae scene as Aim: 10 ntroduce the topic of transport through personal responses * Ask students to work in pais to talk about the questions inthe Student's Book + Go round the class monitoring and helping where necessary. * Ifyou prefer,conduct a brief discussion involving the whole class by reading the questions and inviting different students to ge their answers. # Do not accept or reject answers at this stage * First write these phrases on the board: publ transport and nate wonspor. * Bic rom the students which means of transport they would put into each category. You might need to offer a few suggestions eg tram, train, motorbike, aeroplane, ete. (Public transport refers to means of transport. that are used by the public and are often paid for by the government in some way, or example, buses, trams or the underground. Prvate transport refers to means of transport that are owned by indviduals and includes crs, motorbikes and bicycles) Unita sk students to write down as many means of transport as they can. You may wish to set a time limit of one or two minutes for this. Then ask them to tick those means of transport which are public and those which are private Memaer eeenurookneneen See oe Seapets tac yeeten ee eT ay tare Gey ait oad sen « Ak scents 1 read th page. Ts canbe doe nil or as css ait wth rere sunt beng eed to read Sersivoeons dost to Grea pO a ‘Barn dlrs ta ts Rage to ncenend Nid xtc vost is ore Oo eae tie Word Bor scion “ereoees or i GNSS iS RS thinking! section and ask them to justify their answers. Avhorse can run at about 55 kilometres an hour “Two American brothers, Wilbur and Orville Wright, invented the aeroplane. ‘Man frst landed on the Moon in 1969, ‘Background information ' A space shut i vehicle whch waves into space repcrly and athough it Sets off ao space te a vocket. i returs to Earth ike on aeroplane. ‘A space tours iso person who pays to go into space oder to enoy the experence. Several high-profile mult-millonares, most fom the USA, have diready gone into space on such tps. ‘Additional task * In order to practise scanning for specific information from the passage, elicit the answers to the questions below. + Remind student that they don't have to reread large parts of the passage but should look for clues or key words that might help them find the answer. The key words have been underlined in each sentence. 11 What did Richard Trevithick invent? (the fst tain) 2 When wos the first icicle with pedals iene? (around 1840) 3 Where was the first pevraldiven car invented? (Germany) ‘4 When was the whee! invented? (around 3500 BC) 5 What was the name of the Wright brothers’ aircraft? (the Fiyer) <18>The Open Road » Exercise 2 ‘Aim: to scan for specific information to complete sentences '* Read the frst sentence together. '* Remind students that they can look at the extract but they don't need to read it in detail again, “* Bicit the answer and ask students to justify it by reading directly from the passage. ‘* Remind students of the importance of undertning where they found the answer in the passage. ** Ask students to work individually or with a partner to do the rest of the exercise. * Bicit answers, asking for justification from the passage. ‘Bim: to practise an exam-type task '* Before students do this exercise, emind them of the best way ‘© approach it so that they become familiar with exam ‘technique. ‘= Remind them of the importance of looking for sentences from “De passage which explain one of the four options A-D. They might also be able to work out from the passage which three ‘eptions could not be the answer: "© Direct students’ attention to the first question. "= Asc Could people wave fast before the whee! was invented? {No~ this eliminates option A) Asc Did they vent the whee! or skis fist? (the wheel ~ this “Sminates option B.) ‘Asi Were the roads good when the wheel was invented? {No — this means that option C must be the correct answer) ‘Explain that although people did use horses, this was because ‘te roads were bad and carts couldn't travel as fast as horses, ‘ould on them, “Remind students of the importance of underlining where they ‘Sand the answer within the passage, as this makes it much “giicker and easier for them to be able to justify their answers. “Asx students to work individually or with a partner to do the SS of the exercise, EMT "Fiz 3 class discussion about which means of transport “Sdents think has been the most important invention and why. Unit ‘Aim: to introduce new vocabulary + Before students do this exercise ask them to read the deriiore, © Remind them of the importance of looking back at the passage for dues they are not sre ofthe meaning of ary words '* Ask students to work individually or with a partner to do the anes + Eick rowers «Ak sucess Wal ry fils a pag ‘iG hay cenit seek '* Remind them to make a note of the words and to look them Up in a dictionary before the start of the next lesson. age ear es Sst ead ews we they learnt anything from it or not and get them to justify their aeacir — eet “Gpedal * Ask students to choose five means of transport and to write their own definitions for them. * Students then swap their definitions with a partner and try to guess the means of transport that is being described. <19>The Open Road » Exercise 1 Aim: to review past tenses * Before students do the exercises on tis page, sk them to study pages 161-162 of the Grammar database, either in class ‘or at home before the lesson stats * The first exercise refers back to the reading passage so that students can see the grammar in queston being used in context * Read the sentences and ask students to tell you which tense is boeing used in each sentence. * Ack students to match each sentence to its explanation. » Exercise 2 ‘Aim: to practise identifying different uses of past tenses ‘Ask students to look through the text again to find other ‘examples of past tenses being used in these ways « Students can work individually or with a partner and should Lunderiine the examples they find. * Elect answers, > Exercise 3 ‘Aim: to practise using past tenses * Before students attempt this task write this sentence on the board We crave along the road when one ofthe tyres burst. * Ask students to explain to you what is wrong with the sentence. (One action is in progress when another action happened, so the frst verb should be were driving) * Before students complete the sentences go through the frst sentence together. * Tell them to ignore the missing verb for the moment. * Asks this a feeling or an action? (an action) + Aces ita single completed action or o repeated action inthe ast? (a single, completed action) * Aske What tense do we use for single, completed actions? (past simple) + Remind students to go through this process of asking themselves questions about the sentence before they filin the gaps. * Students may work individually or with a partner © Blcit answers Unit @ “Afi” were hing’ 3 tal 4 Wes telng "8 shouted 6 saw) ‘We drove along the road when one of the tyres burst. > Exercise 4 ‘Aim: to correct sentences using past tenses * Before students correct the mistakes, go through the first one together, * Asks ths 0 feeling or an action? (an action) * Askc How many tings are happening in the sentence? (two — entering the station and noticing the train was late) * Aske What tense do we use for en action n progress when another action happened? (post continuous) + Remind students to go through this process of asking ‘themselves questions about the sentence before they correct it. '® Students may work individually or with a partner: * Bicit answers, asking students to tell you which sentence is correct > Exercise 5 ‘Aim: to have controlled practise using past tenses * Students work individually to write sentences using the notes to make a story ‘* Remind them to read the whole sentence before they change the tense of the verb. '* Encourage them to ask the kind of questions that they were asked in exercises 3 and 4 in order to establish which tense is appropriate and why. '* Students should then work individually to complete the story. ‘The story could then be rewritten correctly in their notebooks. © Bicit answers, » Brice 6 ‘Aim: to encourage students to listenin order to check their work * Ask individual students to read out sentences or short parts of ‘the story forthe rest ofthe class to check their answers * Encourage students to tak about whether anything like this has ever happened to them. not elit from them things that might -g0 wrong on a journey. (eg forgetting one's passporVuggage, ‘missing a plane, train, boat, ete) 20>The Open Road » Exercise 1 ‘Rirm: to focus on vocabulary connected to public transport ‘© This exercise is probably best done as a whole cass. f time allows, however divide the cass into small groups and ‘encourage them to use a dictionary in order to find the smearing of any unknown words. ‘= First. ask students to read through the sentences |-8 and tnderline any words which might act as clues ** Eict the clues and ask f there were any which they could do _gven the clues in the sentence. = Asan example ofthis you could direct students’ attention to ‘question 7. The word taxis suggests that the answer may be taxi snk Even if students don't know what a taxi rank i, searching ‘Sr dues can sometimes help them to make an educated guess. im: to practise using words which are easiy confused |= Before students attempt this task write on the board joumey ‘22d trip and ask students to explain to you the difference and to {Be you an example sentence for each. (A journey may be Jereet and usvally refers to ust the period of travel A trip may {Se shorter and usually refers to the period of travel, plus other “actuites such as sightseeing etc) |Excourage students to learn collocations which will help them SSremember how the words are used, such as schoo! trip, ‘Besness trip. tring journey Js them if they know words for any other types of journey Se voyage, crossing, excursion, etc) answers to numbers | and 2. students to look at number 3 and elicit the answer: Don't the answer but encourage al students to either agree or with the answer given and to justify whether miss or is used in ths sentence. students to look at number 4 and elicit the answer: Don't the answer but encourage al students to either agree or ‘with the answer given and to justify whether on or in is in this sentence. jourey,trip ‘to Watch Out For ‘re offen tempted to use travel as o noun in sentences 1e5, We went on a travel to the Peloponnese’ Remind that ‘travelis ony normally used as a verb and that in Jease they should say, We travelled to the Peloponnese'‘or went on trip to the Peloponnese’ Travel isonly Used 05 @ noun. in phrases such as, Travel broadens snot 6 Common word in English. Dieourage fom using it instead of more natural collocation like op’ Unit » Exercise 3 ‘Aim: to practise collocations connected to transport ‘Students now match the means of transport to the appropriate phrase. * Ask students to work individually or with a partner to do the rest of the exercise. © Glcit answers » Exercise 4 ‘Aim: to match words to make compound nouns * Explain to students that they need to match words from list A to words from list B to make compound nouns. * Students may work individually or with a partner. Elicit answers > Exercise 5 ‘Aim: to check students! understanding ofthe compound nouns from wvercise 4 * Students now match one of the compound nouns from exercise 4 with a sentence to check their understanding © Students may work individually or with a partner: © Blt answers <2)>The Open Road Unit @ » Soundite > Exercise 1 Aim: to practise listening for the sounds /ae/ and /e/ Aim: to introduce the listening task '® Students now listen to hear the difference between the Fea eae | rnbind ee ee © Elicit responses asking them to justify their answers. ‘sound /e/ in words such as bed. ‘© Explain that they will hear four words and should circle the two. ites words whch hve he sae vowel oun Poe es 5c raacon saa ss eicteae en '* Ack students to read the questions and try to predict what the © Elicit the answers, checking pronunciation, situation might be. ges es i Re ape ete wads artnet (bay eaten there) “tthe ahd st 3 pot Mle d | Earasemnte * Elict answers, asking students to justify their answers by El paraphrasing what they heard. » Exercise 1 ‘Aim: to introduce the idea of comparing ‘© Remind students that Part 2 of the FCE Speaking paper requires students to be able to tak about the similarities and differences between two photographs for one minute, * Divide the cass into pairs and ask them to make notes about the things that trains and buses have in common. '* Go round the class monitoring and helping where necessary. © You might like to set a time lit of three or four minutes for this. » Exercise 3 * Elit ideas. ‘him: to further practise listening for specific information * Students now lsten to the whole of the job interview. ‘Before students do this exercise, remind them of the best way ‘to approach it so that they become familiar with exam ‘technique. | ‘* Remind them of the importance of listening for key words or phrases which could fft the gaps ‘+ Askc What kindof information should you be listening for to ‘complete number 1? (a name) '* Encourage students to do the same for numbers 2-7 in pairs, * Blt their suggestions. ‘+ Remind them that they will hear the whole interview twice. The first time they listen they should take notes and the second time they lsten they should check their answers. * Encourage students to complete all of the gaps.fthey are not. Byercise 3 certain of an answer they should make an educated guess. 5 ‘him: to practise expressing preference Finaly.remind students that they only need to write a word ora Ac. students whether they prefer traveling by tran oF hy bus © Blicit ideas asking for justfication, » Exercise 2 Aim: to practise comparing * Repeat the procedure from exercise | about differences. « Play the listening text. * Biicit answers, asking students to justify their answers by > Exercise 4 paraphrasing what they heard Jim: to practise comparing photographs '* Before students do this exercise, ask them to study the ‘Speaking database on page |58. © Remind students that the questions they should answer will be printed above the pictures * Divide the class into pairs. * Remind students to use the notes they made in exercises | and 2and detals of their own based on the photographs. * Go round the class monitoring or helping where necessary. Errors to Watch Out For Students often stare Part 2 ofthe interview by saying 'n this picture | can ee. which fe net netuel English Enensrege pour enedenae:se Use the more natural This iso picture of." or This picture shows..." «22>The Open Road Teese! Bec td sod cd ba B Bere suders do the erercnes on tis pagsask hem to Six page 160 of he Grammar detabeoe etherin css or at Eesoe botrwrte lemons B Festi these sentences onthe boar My endnote ws Used tread me bedine series when wes urge snd My feandntervtxkd atria bein sts wher! watyoinge: BSc wtih setenceicrrect and sich incorrect (he rst incorrect becawe be wed to mea to be fanllor ath cing The sccod cere) + Aakers to tel you the eference between used t and seth (nah anna tana tates inthe pat but woul car’) ese tel you nha flows be ued tx (a noun or-bg ert rejoin ck ensues woud 2am used to B.used tw 4 (never) used to 5 get wast used to Unit @ [On the Board] My mum always insists on / about walking with me to schoo! 1 insisted / insists. 2 complain 3 take 4 work 5 reminds » Exercise 4 ‘Rim: to practise gap-ling * Students now do a gap-fll to practise some of what they have learnt from exercises 2 and 3 * Ack students to read through the passage and tell you what the fst ofits (how much transport has changed and how it has affected our lives) * Explain that at ths stage it is not important to understand all of the words, but draw students attention to cues before and alter the gaps that might hel them find the answer These include prepositions, articles, personal pronouns and determiners ind students that when they have completed the exercise they should read it through again to check for sense. ‘Remind students that they should write only one word in each gap, and that each word should be in capital letters. * Students may work individually or witha part Blt answers > On the Board] My grandmother was used to read me bedtime stories when | yeas younger My grandmother would read me bedtime stories when | was rounger > Exercise 2 ‘Rim: to practise would, used to and be used to * Ack students to rewrite the sentences using the word in bold * Do the frst one together. # Students then work individually or with a partner: * Bicit answers. “1 When he was 0 boy my dad used to watch the steam tains go post “2 Fhing a heicopteris ficult ot frst. but you Scon get used tot "3 When she was four my sister would ride her bike oround the house. 4 My grondfother used to take me for ides in his od cor when Iwas smal » Exercise 3 ‘Kim: to practise lexico-grammatical word patterns * First write on the boarck My murn always insists on / about, waking with me to school. it from students which is the correct preposition. (or) Remind them that the preposition which follows a gap often sa clue to the word in the gap. * Ack students to underline the prepositions in each of the sentences and then see if they can match each of the [prepositions to one of the verbs in the box. re fist one together. idents may work individually or with a partner * Blcit answers. TINTO 2 ABOUT 3USED 4WOULD SGOT 6 ANY T(A)ROUND 8 HAVE / NEED 970 10 EVEN * To practise vocabulary give students definitions of words or phrases that they might not know from the passage and ask ‘them to tell you the word. eg great grandparents, take into ‘account, range and goods) Su ested Homework «23>The Open Road ‘Exercise 1 © If time allows, ask students to write a mini-essay based ‘Aim: to introduce the topic of essays ‘on the correctly ordered formal phrases. They should include at '* Before students do the exercises on this page, ask them to least three reasons why they think people should or shouldn't study page 153 of the Writer's database. either in class or at _be encouraged to use public transport where they think home before the lesson starts appropiate, each introduced bythe correct phrase * Divide the cas into pais. ‘You may wish to seta time iit of seven or eight minutes ‘+ Ask students to look at the photographs and to compare them. for this. * Encourage students to make a note of any ideas they have in _# Ask students to exchange essays and invite one or two their notebooks, students to read then out to the rest of the class. © Elicit their ideas, » Exercise 4 Aim: to provide a model answer for students to refer to + Encourage students to predict what they might be asked to. Students now read the model answer tothe question in write about in an essay based on the different photographs. exercise |. (These might be connected to traffic problems in citieshow _# “Ask them to read the essay through once. ‘to get more people using public transport. what the advantages ® Then ask them to read it again quickly and to underline ‘of public transport are, how we can help the environment. etc.) all the discursive phrases that the writer has used. ‘Brainstorm ideas, writing ary suggestions the students have on * Encourage students to give their opinion on whether this is a the board. good essay, whether it answers the question correctly and whether they agree or disagree with the writer's main » Exercise 2 arguments, ‘im: to identity essay type * Ask students to read the writing task and to tell you whether the essay should be formal or informal. (formal) * Bit wy the essay i formal. (Because itis an essay which is meant to be read by a teacher) » Exercise 3 ‘Aim: to introduce phrases that can be used in essays * First, ask students if they know any phrases which could be used inan essay which they could use to connect their ideas. ‘If they can't think of any write these words in this order on the board: to sum up, consequent fist of al similarly, also, as well a this, sty, it is my (strong) belief that, furthermore, since ‘Ect any ideas they have and write them on the board. ‘Direct students’ attention to the phrases in the Student's Book. * Ask them to tell you where they would put the phrases that ‘they suggested and the ones that you wrote on the board and why. mn the Board 10 sum up consequently : frst of al ° Exeretse 5 ‘im: to read for specie words and phrases (answers to Exercise 5 are in brackets) “a © Before students attempt this task, ask them where in the letter aswellasthe ty Would normally expect to find words and phrases lke * Encourage them to visualise where the words and phrases itis my (trong) belie that id go, furthermore TMnce_* Remind them that these are words and phrases that they can lear and use in appropriate essays * Ask students to read the model answer in exercise 4 again and replace some of the phrases that they underlined in exercise 4 with the phrases given here Blick anowor, <24>The Open Road > Exercise 6 ‘Aim: to check students’ understanding of text structure ‘© Ack students to read the model answer again and to choose ‘which of the options a orb, they think is correct. * Students then work indvidually or with a partner to complete the exercise. * Elicit answers. ‘© Remind students that exercise 6 is a paragraph plan that they can use when writing essays * Check that students have crossed out the incorrect option, so that they can clearly see the type of information that they should include in each paragraph. fo 2b 3b 4a Sa > Exercise 7 ‘Aim: to prepare students for the writing task '* First, remind students of the importance of identifying what they are writing about and who they are writing for ‘© Ask them to look at the writing task and to tell you the subject that they will be writing about. Seta time limit of ten seconds, for this * Ask Wil you be writing about the history of transport or about whether you think the invention of the car changed the world? (whether you think the invention of the car changed the world) *= Then ask Will you be writing an essay or a formal letter? (an essay) '= Then ask Should you express your personal opinion? (yes) '= Eicit whether students agree or disagree with the statement that the invention af the car changed the world, asking them to ‘provide justification for their answers. » Exercise 8 Rim: to encourage students to plan their writing '* Remind students that careful planning will improve their essays '* Ack students to look at the questions and to make notes in their notebooks. "= Remind them that they should be answering the questions with one or two sentences. = Go round the class monitoring or helping where necessary. = Atthe end of the exercise, ask individual students to read out ter ideas. * Excourage students to make a note of any good ideas they hear om other students. '= you have time, check that all students have completed the questions with appropriate information, ‘Hist paragraph whether | ogree/dsagree with the statement paragraph some poin in favour of my view paragraph more points in favour of my view To sum up To conch, In conclusion 1b I would anu that | am convinced that I beeve,m ofthe opinion that Unit @ » Exercise 9 ‘Aim: to give students the opportunity to produce an essay «This exercise can be done in class or set for homework. + Remind students ofthe importance of using the correct phrases and of answering the question by including the information from their notes in exercise 8 » Exercise 10 ‘Aim: to encourage students to check their written work ‘© Draw students’ attention to the checklist. '*| When they have finished writing, ask them to read each statement and to tick each one that is true for them. * Ack them to make sure that they have ticked all of the boxes before handing their essay in to be marked * You might consider refusing to mark any essay that does not meet all the criteria in the checklist and asking the student to rewrite Se * In order to monitor whether students have checked their work. carefully you could ask them to underline in pencil places in their essays where they have ‘used appropriate connecting phrases, for example. eeepTene pit rd 1 prctve scaring for mode itermiion «Suan vibe te cporunty to go back trough the unt cbetnratieiioreleart + ake vines ase questions fom Leck back, «Bice arovers Fom deren students {Encourage sent to sean the ut to ind any nfonration they cxftreraie 135008¢ 2 Two American brothers Wibur and Orvile Wright 3 past continuous 4 "Used to can be used to talk about states inthe past but WouAT can't 5 | would argue that... (accept other correct answers) Suggested Homework «25>Show you know! units 1 1 1c 24 3D 48 5A 6D 7c ae 9A 10A 2 1s staying 2was doing Beat 4am getting By, 6 is having Tswam Bis having lin 2of 3 for 4on 5 of 6 after Timo <26><27>Killing Time Unit Background information * An ‘rcade'is a place where young people goto play video gomes ENT * In order to check your students’ understanding of the gist ofthe passage, elcit the answers to the questions below. ‘Remind students that they don't have to reread large parts of ‘the passage but should look for clues or key words that might help them find the answer. The key words have been Underlined in each sentence. '* The phrase kiling time means filing spare time, usually while ‘waiting for something to happen, eg We kiled some time at the airport by watching the other planes take off and land. ‘© Write the phrase kilng te on the board. ‘+ Ask students what they think the ttl refers to. ‘* Explain the meaning of the phrase killng time. * Write the example sentence given above on the board. ‘© Explain that itis also very common to use the phrase to hove time to kil, as in| hod two hours to il before my tran left so | went shopping © Eli suggestions as to what the unit might be about. . tang une bined wineincliiemrea umes te ae pee Saree ‘Aim: to introduce the topics that willbe covered in the unit, * Read the Leok ahead box aloud to your students or ask a student to read it. * Ask students to describe aiflerent hobbies that diferent age ‘8oups might have (eg reading, collecting things, gardening playing a sport, et) and why certain hobbies might appeal to different people. Co » Exercise 1 to read for gist * Students are now going to read an article about hobbies in the past and inthe present. Begin by asking students to guess what hobbies they might read about. ‘Ask students to read the article.This can be done individually ‘as a dass activity wit different students being asked to read different sections aloud to the rest ofthe class. ‘ Remind students that at this stage they do not need to, understand all of the vocabulary as items will be covered in the Word Box section * Elicit answers from a few students, asking them which hobby mentioned in the text sounds most interesting. <28>Killing Time > Exercise 2 ‘Aim: to match discursive phrases with functions * Ask students to quickly scan the text to find the phrases ited in acd and to underline them. * Remind them that the position of a phrase within a paragraph ‘can often help them to understand the meaning or the function of the phrase, * Ask them to tell you where in a paragraph they could expect to find the phrase Ar fst. (at the beginning of a paragraph) ** Go through the three remaining phrases in the same way, asking, students to tell you where they might expect to find these phrases in @ paragraph and indicating them to the students in ‘the passage. * Ask students to work individually or with a partner to do the rest of the exercise. * Blicit answers. (id 2b 3c be > Brercse 3 Aim: ta practise an exam-ype tsk * Before the students do thie exercise remind them of the best way to approach it so tht they become fair with exarn technique + Ask them to read sentence A Elct which word or phrase might act as a lu to which gap the sentence fs (ste hos passed) * Remind students that they need to look for information before or ater the gap. * Remind them also ofthe importance of lokng for discourse markers such a relative and personal pronouns, defrng and non-defning clauses and determines, * ict suggstec answers but donot negate or confirm them this sage. * Excourage students to approach each ofthe sentences in the same way. * Remind students ofthe importance of undetning the words wich helped then fr the answer within the passage as this rakes t much quicker and ease for them to beable to justify 2d check their answers. * Foalyremind them that there is only one extra sentence which ey do not need to use * Ask students to work individually or with a partner: + Bit answers, asking students to indcate the words or phrases which helped them choose the answer Unit G in ancient times."However, most people in the past.” 2 Fr“. people aren buying stomps the they used t!"Tha in torn ‘means fewer dhikden are becoming terested inthe hobby! 3 Ci ‘They proudly put then on splay .."Young people cre sti... ‘showing off these models! 4 E: “At fist they were seen as strange machines used by big ‘ursinessesGrodualy, however the computer has become o part ‘of omost every home :." 5 Bi “Young people inthe past had to rely on people they knew or perhaps the local ibary to learn about ther hobby:"Today's teenagers." 6G: "Many young people fil their fee tme with activites that their parents and grandparents enjoyed’ For instance, people sil go dancing even ifthe rhythm ofthe music has changed! ‘Ask students to write a short paragraph of ity words about hobbies which contains the extra sentence A. duce new vocabulary * Before the students do this exercise, ask them to read the sentences. * Remind them of the importance of deciding before they complete the sentences whether they need to leak for a noun, adjective or verb in the article * Ask students to work individually or with a partner to do the exercise. Blt answers ‘© Ask students if there were any other words in the article Which they didn't know the meaning of, ‘+ Remind them to make a note of the words and to look them Up in a dictionary before the start of the next lesson, © Ask students if they enjoyed reading the article and Whether they learnt anything from it or not and get them to justify their answers, 1 vouable 2 afford 3 toditional weird 5 rhythm 6 balance 7 video arcade ‘ Read out definitions of five words from the Word Box and ask students to tell you the word that you have defined. Suggested Homework «29>Aim: to review present perfect tenses * Before students do the exercises on this page, ask them to study pages 164-165 of the Grammar database, either in lass ‘rat home before the lesson starts © The frst exercise refers back to the reading passage so that students can see the grammar in question being used in context. «© Read the sentences and ask which tense is being used in each sentence * Ask students to match each sentence to its explanation. le 2b 3a > Exercise 2 ‘Rima: to practise identifying perfect tenses in context © Before students attempt this task write this sentence on the board: am living in Athens for two years. * Ask students to explain to you what is wrong with the sentence. (The verb lve should be in the present perfect continuous because it refers to a situation which has continued up tonom) * Before students do the exercise, go through the fst sentence together, * Ask Is this a feeling ora situation? (a situation) * Hskak’riathne'satantrjabarorur ¢ ceuinwinny-qeinviony * Aske What tense do we use fora situation that continues up to now? (present perfect continuous) ‘ Remind students to go through this process of asking themselves questions about the sentence before they choose true or false * Students then work individually or with a partner © Biicit answers, asking students to give reasons for their answers from the explanations a-c. {11 Present perfect conto fr actions continuing up to now 21 Present perfect rother than simple past, which would suggest he hod died Present perfect continuous for actions contiuirg up to now ‘A completed action when the time it occured isnot important. ar: 4 | am living in Athens for two years > Exercise 3 ‘Aim: to correct sentences involving present perfect tenses © Before students correct the mistakes, go through the frst one ‘together © Asks ths a stuation or an action? (an action) ® AsicIs the time when the action took place mentioned? (Ges — last week) © Aske What tense do we use for a single, completed action at a speafic time in the past? (past simple) ‘© Remind them also to look out for words and expressions which are often used with present perfect tenses. (This i the first time, ust yet, already, ever, never for, since, so far up to now, etc) * Remind students to go through this process of asking themselves questions about each sentence before they correct it Unit @ * Ask students to work individually or with a partner * Bicit answers. 11 saw Matt last week when we were atthe karate Cub, 2 haven't played Monopoly for a long time. 4s This is the first time | have but 0 model plane. Sentence 3 is correct. » Exercise 4 ‘Aim: to practise using present perfect tenses * Before students complete the sentences, o through the first sentence together '* Tell them to ignore the missing verb for the moment. ** Asks this a situation or a series of actions? (a series of action ‘Ask Did the series of actions fnish a long time ago or recently? (recently ~ the person is tired after the action so it can't have finished a long time before) ‘+ Aske What tense do we use for an action over a periad of time that hes recently endeeP (present perfect continuous) ‘* Remind students to ask themselves these questions about the sentence before they fll n the gap, ‘Ask students to work individually or with a partner, * Elicit answers. ‘Thave been playing 2 has never met 3 Have you been folowing ‘owen wrod fons dans we one Fysnn gw 8 vee progrommmes) 4 have been practising 5 have been woitng ‘has token up » Exercise 5 ‘Aim: to have controlied practise using present perféct tenses * Students now work individually to complete the passage. * Encourage them to ask themselves the kind of questions that they were asked in exercises 3 and 4 © Blicit answers. 1 have been planning 2 heave joined 3 has given & have ordered 5 care thinking 6 haven't decided 7. have said 8 have arranged Suggested Homework <30>Killing Time Unit Se > Exercise 1 * Brainstorm any other idioms that students might know im: to focus on topc-based collocatons connected to time. (eg one (or two, etc) at atime, about time * Before students attempt this task write this sentence on the _ot the some time, fom time to time, have (na) time for time board Emily has been dong horse rdng fr tee yeors fies, ete) # Ask students to explain to you what is wrong with the sentence, (The verb go is used with horse-riding rather than the» Exercise 3 verb da) ‘Aim: to introduce phrasal verbs with down * Ask students to look through the lst of free-time activities, * Point out to students that phrasal verbs that share the same * Write the words: go, do and play on the board and elicit from Particle (up, down, cut etc) sometimes have meanings that have individual students which verbs precede each of the activities, something in common All the verbs here use down and they all wnting the activity under the verbs as the students tell you them. have negative meanings * Students then copy the information into their notebooks, * Aske Which phrasal verb might mean to think you are better than someone? (look down on) WSORNTITTEY + ric any ideas they have. Emily has been doing horse-riding for three years. * Students then work individually to complete the sentences go * Eleit answers. co. Remind studerts that sometimes phrasal verbs can have more ply than one meaning, go do play © After students have completed this task, write on the board: If camping ballet basketball you something ‘on poper you manage to horse-riding karate video games wits down swimming judo veleybll * lc which of the phrasal verbs from exercise 3 could fi ths king prrnastis the pano sentence. (get down) sshing * Encourage students to make a note ofthe diferent meanings of canoeing phrasal verbs in their notebooks. Errors to Watch Out For ‘Lau down 2 look down on 3 come down with Students may make the mistoke of talking about going to'a camping. | & puts (afvanima) down 5 gets (you) down Remind students that they can say ether, We go to a camp site every serie’, or We go camping every summer’ Sn) Ifyou ___ something on paper you manage » Exercise 2 to write it down, 10 develop awareness of idioms * This exercise is probably best done as a whole class. f time » Exercise 4 lows, however, divide the class into small groups and im: to introduce students to metaphorical words used for taking ‘encourage them to use a dictonary in order to find the about time meaning of the idioms given here ** Ask students to look at the words in the box and tell you ifthey ** Before students attempt this exercise, ask them to read through _kriow ary time phrases or expressions using these words fe sentences and underline any words or phrases which might ® Ask if my time is valuable, what does that mean? (I don't have act as clues as to the meaning of the idiom, ‘much time to waste ~ fm very busy) * Students then work in small groups to match the two halves of © Explain that words connected to time are often associated with the sentence. money, * Bicit answers, asking for a definition of the idiom. * Students then work individually or with a partner * Encourage students to make a note of idioms, their definitions * Remind students that they may have to put the words into the and an example sentence in their notebooks correct form. * Bicit answers. Welze 3f 40 5b 6d ‘Bake one’s time = to do something slowly and carefully ‘on time = (for people, trains buses etc) to arrive at a atthe right timel(for television programmes, concerts) to ‘Seat at the right time _ave time on one’s hands = io have spare time “Gust) in time = to manage to do something before its too late “kdl time = to fll spare tie, usualy when you have nothing ‘better to do ‘make time for someone/something = to manage to find ‘Seto be with someone/do something Asove 2wosting 3 spend 4 valuable Suggested Homework <3)>‘Rim: to focus on listening for attitude © Students are now going to listen to two people taking about ‘their hobbies * Ask students to read through the questions and the muitiple- choice options. © Ask students to also listen forthe hobby that each ofthe speakers taking about. * Play the listening text. * Elcit answers, asking students to justify their answers by paraphrasing what they heard, > Exercise 2 ‘Aim: to isten for attitude and practise an exam-type task * Before the students do this exercise, remind them of the best ‘way to approach itso that they become familar with exam ‘technique. ‘© Remind them of the importance of listening for synonyms or similar words to any that appear in the sentences ‘© Ask: What words might someone use if they were talking about learning about other cultures? (Words might include: ear, understand foreign countries, otheridifferent people way of life, traditions. etc) * Ask students to read through the sentences BE and to speculate about the vocabulary they might hear ‘+ Elicit their suggestions. '* Remind them to match each of the four speakers to one of the statements and that there isan extra statement. «Play the listening text. Elicit answers, asking students to justify their answers by paraphrasing what they heard. ‘Ask students ifthey can tell you the hobbies that each speaker was taking about. » Soundbite ‘Aim: to practise listening for the sound /a/ '* Students now listen for words which are spelt differently but which contain the same sound /a/. ‘* Explain that they will hear four words and should circle the two words which have the same vawel sound, * Play the listening text. Elicit the answers, checking pronunciation, “ate Hide 2 ronan 3 is howe ist Exercise 1 ‘Aim: to develop language for making suggestions * First, write this sentence on the board: Mur suggested going to. visit Grandma at Christmas, © Elicit students suggestions for two other endings. * Remind them that suggest can be followed by three things: suggest + noun (write on the boarc: Mum suggested a vst to Grandma at Christmas) suggest + that clause (write on the board: Mum suggested (that) we (should) visit Grandma at Christmas) suggest + -ing (as in the frst sentence) '* Ask students to match the sentences. | © Blt answers. "Mum suggested going to vit Grandma at Christmas ‘Mum suggested a visit to Grandma at Christmas. Mum suggested (that) we (should) visit Grandma at Christmas. Errors to Watch Out For Stuclents often use suggest withthe fl infinite, eg He suggested me to goto the dactor Remind them that suggest is never followed by the ful inf. » Exercise 2 [Rims to practise making suggestions and prachise an exam-type task * Before students do this exercise ask them to study the ‘Speaking database on page 158. * Remind students that in the exam the questions they should answer willbe printed above the photos. * Remind students that they can use the structures in exercise | to make suggestions as well as other ways they know. * Go round the class moritoring and helping where necessary. ‘Check to make sure that students arer't making mistakes with suggest ‘You might want to seta time limit of three or four minutes for this. * Biicit ideas <32>Killing Time Doe hin to foc on artes v tfore srs do the eerns on this page ak ther 0 Sc) page 165 ofthe tranmar databace chs home bare th lesson arts Bie ure ic sertance on ta Loar edo ply the Sor dart au th boc Vow we a sou « Elo wtais wrong with the sentence (There shoul be an article before school.) «Remind students hat the dete aries sed before musical farmers bt not beore paces connected to education such Ee iiicitie sduok or colar Eid ctr chins pcs or cures wich a odor fc case ote. I cre tren werk mao or wih partic 2 Et arewers take I my Free te, tsten to @E)musc go tothe chemo and py | the guitar. |2 The Heod gave (Fe) Class 7 permission to organise an afterschool ckib Igo tothe chess ib at the weekend by Ge) bus. loves @B)swireing and she'd tke to swim the Engsh Channel "We went to the USA and saw the Grand Canyon and @ié) Mount Rushmore. You need « hobby, ike playing the flute or colecting stomps. SI used to play the guitar but now I don't have much time because | have to study for the school » Exercise 2 Bir: to correct sentences where articles are missing Go through the first one together. * Ask Do we need to put an article before: Oscar, time, hobbies, prison? (n0) 1 Remind students that we only Say that someone has gone to the prison or the hospital when they are just visiting "= Ask Are there any other places where we need to insert ‘a’ or fn? (yes — the phrase @ lot of time) Remind students to go through this process of asking ‘Shemselves questions about the sentence before they correct it. # Ack students to work individually or with a partner to do the answers ‘had a lot of time to start new hobbies when he wes in prison. ‘comedies, whether they are on television or on the radi. xs has taken up a new hobby and spends the vole evening models. is great fur but you need hils or even a mountain neerby. -pobby is drawing 50 when | grow up I ike to be an art Unit & » Exercise 3 ‘Aim: to develop awareness of transformations * Remind students of the importance of learning what grammatical structures are possible for diferent verbs * Ask students to match the phrases which mean the same. * ict answers. 1é 20 3d 4b * Divide the class into pairs «Student A writes five short sentences using the verbs |-4, Student B writes five sentences using the phrases a-d. ‘Students then swap their sentences and rewrite their partner's sentences using the appropriate verb or phrase. * Ask individual students to read their sentences out to the rest of the class. > Exercise 4 ‘him: to practise exam-type sentence transformations * Students now do sentence transformations which are designed to practise what they have leamt from exercise 3. ‘Before they attempt the task, ask them to look at the word in bold in number | ‘Based on what they have learnt from exercise 3, ask them to tell you which words in the first sentence they might need to replace. (wanted to have) '* Ase Which phrase from exercise 3 means, want to have? (feel like doing) * Blicit the answer to number | * Remind them that they will need to rewrite the first sentence using the word in bold so that the second sentence means exactly the same thing They will need to use between two and five words including the word given. ‘© Remind students that they should write the missing words in capita letters ‘© Remind them that contractions such as don't, doesn't hasn't ete count as tw word. The exceplion le Uhisis crit whigh counts as one word (because it comes from cannot) © Remind students that when they have completed the sentences they should read them through again to make sure they have followed the instructions properiy. * Students then work individually to complete the exercise © Elicit answers. ‘1 My porents osked me if LFELT LIKE HAVING bollet lessons. 2 The teachers DONTIDO NOT APPROVE OF our ploying football in the corridor. 3 WISH HADNTIAD NOT GIVEN up the mumpet atthe age of 12. 4 realy CANT WAITTO JOIN my loa bosketbal tom. Suggested H. vewor! 433>Killing Time » Exercise 1 ‘Aim: to introduce the topic of informal letters/emails * Before students do the exercises on this page, ask them to study page 154 of the Writer's database. either in cass or at home before the lesson starts, ‘Ask students to read the writin task and to tell you who the ‘email should be written to (a friend called Craig) * Blt why the email is informal. (because it is written to a friend) '* Encourage students to think about the kind of information that they must include in their eral to Craig. (make a suggestion for ‘two possible concerts check that Craig is ariving on June 19th, ‘ell him that the Royal Orchestra is very good. tell him that you haven't got much money) '* Check students’ comprehension of the information they have ‘been given by asking the following questions: > Exercise 2 ‘Aim: to encourage students to think about the style of informal lettersfemails * Remind students that for exam purposes, an email simply means a letter sent electronically and that they should not use abbreviations such as°CU: etc, in their emails * Remind students to look back atthe writing task in exercise | to help them with the true or false questions. * Elicit answers, asking students to justify their ideas based on their understanding of informal eters from Unit 1. » Exercise 3 ‘Aim: to provide a model answer for students to refer to * Ask students to read the email through once, '* Then ask them to read it again quickly and to underline all the information from the notes that the writer has included inthe emai. * Encourage students to give their opinion on whether this is a -g00d email whether it answers the question correctly ‘and whether Kely has included all ofthe information she should hhave. (Yes — this email would get a good mark in the exam) 434ling Time Unit @ > Exercise 4 © Remind students that careful planning will improve their ‘Rim: to read for specific information emails * Before students attempt this task, ask them to read sentences. © Ask students to look at the questions and to make notes in |- 6 and tell you where in an informal email they would normally their notebooks, expect to find information ike this. ‘© Remind them that they should be answering the questions with * Encourage them to visualise where the information should be. one or two sentences. * Ask students to read the model answer in exercise 3 again and. @ Go round the class monitoring or helping where necessary. Underline where the information appears ‘© At the end ofthe exercise, ask individual students to read out, * Blcit answers. their ideas. ‘Remind students that the order ofthis information provides a Encourage students to make a note of any good ideas they hear paragraph pian that they can learn and use in appropriate from other students informal letters/erails, * Ifyou have time, check that all students have completed the questions with appropriate information. Craig Smith T2th May Sates Your vst > Exercise 7 ‘Aim: to give students the opportunity to produce an informal email « This exercise can be done in clas or set for homework. * Remind students ofthe importance of using a conversational tone and of answering the question by inclucing all the information from their notes. Dear Crag, Hi (1) blave your exams finished? | cant wat for you to arrive! You said you want to goto a concert while yout here. | went and {got some informavion for you. (2) Yet arviog on the 19th aren 042 The Robbers are plying up to the 18th, so weil miss them. i's > Exercise 8 2 shame because theyre great! im: to encourage students to check their written work * Draw students attention to the checklist ‘© When they have finshed wring, ask them to read each statement and to tick each one that i true for them. * Ask them to make sure that they have ticked all ofthe boxes before handing their email in to be marked. * You might consider refusing to mark any emails that does ‘ot meet all the criteria in the checkst and asking the student to rewrite So realy you've got a choice of two concerts. (3) The fist isthe oyal Orchestra on the 20th or 21st Ive seen them ond they were vary goods Tickets are €20 each (4) The Wilsoa Brothers are playing after that Have you heard of ther? | dont know what theyre lik, Sul might be intresting | don't have much money so weid hove to get the cheapest tickets Theyre €25.(5) Decide which ane you wont to see and let me ‘exo, Il get the cckets before you come (¢) Goto go! Mum's caling me, im ‘Aim: to review the unit and to practise scanning for specific information * Students now have the opportunity to go back through the unit, to check what they have learnt. * Ask the whole das the questions from Look back. * Bic answers from different students + Ercouraye studs W shat Ue Ui Lo Mid ay andra ey can't remember ‘Bam: ’0 read for specific information to prepare students for the Patng task '* Fest, remind students of the importance of identifying who they fase Wi you ‘inthe teeth century Cee ‘Asi Will you be writing to a friend or a relation? (a friend,Tom) | sei = we Fears fncor armen (ardor) |e eben ne tthe vated ed ond sro seu visit him, or what he might want to do when he visits you? [what he might want to do when he visits you) “Then ask: Do you need to include all of the information from your notes? (yes) ict who the students will be writing to and why. Explain that the information from the leaflet given in exercise | ‘29 page 30 is the information for this writing task. ene fled pha ee Exercise 6 to encourage students to plan their writing Ths exercise is designed to encourage students to use their ragnation and to make sure that al students have enough scans before they start writing, 4355Work Wonders «The phrase to work wonders means to do somebody a lot of oud, eg Reguiar exercise con work wonders for your general heath Here it suggests that working can be an enjoyable and productive part of life. ‘© Write the phrase to work wonders on the board. «Ask students what they think the ttle refers to. © Explain the meaning of the phrase to work wonders. ‘Write the example sentence given above on the board. «© Elcit suggestions as to what the unit might be about TS erEWs di ei ver ove’ end : ane to merece topics tat vl be core he unt '® Read the Look ahead box aloud to your students or ask a. student to read it. © Ack students to tell you if any of them have a part-time job at the moment and if so, whether they enjoy it or not: if not, ‘would they like to have a part-time job? ‘Aims to introduce the topic of occupations through personal roe {7A ini il urs wo ax Sool thd Guin inthe Students Book '* Go round the class monitoring and helping where necessary. a ote cre + en decane rr ‘© Write these phrases on the board: job and profession. «Elicit from the students which occupations they would put into teach category. You might need to prompt them by offering a few suggestions [ob usually refers to work which you do regularly to earn money, Profession refers to a type of job that you need a lot of training or education to do and includes lawyers, doctors and vets) '* Ask students to write down as many occupations as they can, «You may wish to set atime limit of one or two minutes for ths 36> > Reading Exercise 1 ‘Rim: to scan for specific information * Students are now going to read six job advertisements. Begin by asking them to predict which jobs they might read about by. Quickly reading the first line of each paragraph. * Eli ideas. * Ask students to read the advertisements. This can be done individually or as a class activity with diferent students being asked to read different sections aloud to the rest of the class Remind students that at this stage they do not need to Understand all of the vocabulary as items will be covered in the Word Box section © Elicit answers from a few students as to which job they would rather do and ask them to justify their answers Background information * if someane has a clean driving licence’ it means that they havent been ‘omvicted of any diving offences and don't have ary points (or penates) ‘on ther fience. in Britain, if person has twelve points on thelr cence, they may be banned from driving fre peri of time. ‘© "Voluntary work work that someone does, often for @ charitable ‘organisation for which they don't get pov al task * In order to check your students’ understanding of the gist of the passage, elit the answers to the questions below. ‘© Remind students that they don't have to reread large parts of the passage but should look for clues or key words that might help them find the answer The key words have been underiined in each sentence.Work Wonders Unit a >» Exercise 2 ‘him: to skim for gist to answer true or false questions ‘Rim: to introduce new vocabulary * Read the first statement together * Before students do this exercise, ask them to read the * Remind students that they can look at the passage but they sentences. don't need to read itn detail again, ‘© Remind them of the importance of deciding before they * Elicit the answer and ask students to justify it by reading drecty complete the sentences whether they need to look for a noun, ‘rom the passage adjective or verb in the passage. ‘* Remind students ofthe importance of underlining where they _* Ask students to work individually or with a partner to do the found the answer in the passage. exercise * Ask students to work individually or with a partner to do the * Elicit answers. rest ofthe exercise. ‘+ Ask students if there were any other words in the passage + Bicit answers, asking for justification from the passage. ‘which they didn't know the meaning of 5 ‘© Remind them to make a note of the words and to look them up in a dictionary before the start of the next lesson. ‘Ask students ifthey enjoyed reading the advertisements and ‘whether they learnt anything from them or not and get them to justify their answers. >» Exercise 3 ‘Aim: to practise an exam-type task '*First,remind students of the best way to approach itso that they become familiar with exam technique '* Remind them of the importance of locking for key words or ‘phrases which are synonymous or similar in meaning to the -words in the question. '* Remind them, too, of the importance of underining where they ‘ound the answer within the passage. as this makes it much ‘quicker and easier for them to be able to justi and check their * Ask students to choose five words from the Word Box and to aswers jumble up the letters to create an anagram. '* Fnally remind them that they can choose some of the ‘Students then swap their anagrams with a partner who must try ‘advertisernents more than once and that some questions have __to find the word. ‘more than one ansiver "+ Ask students to work individually or with @ partner ‘Bic answers, asking for justification from the passage. rare [Ack students to write @ short paragraph of 50 words explaining “aby they would be a suitable candidate for one of the jobs. <37>Work Wonders Seer! re A Basic uaires the xrcoarth Wiles sn ue) ages 167-168 ofthe Grammar detaneeherin dass EAB rome neOtetie i sats an tee ero res aso palpiomt, aie Gh cltRtpaeriactigeaieibekg east eect a Rod Sie ord A Stl Yor WG ec boli ne ead btn 1 Ae taba Sad nen Ae a ant 21, F (t's possible that the acton was completed before the ‘main time in the past, but we can't say for sure, and the Context makes It unlikely) Serres ‘Ask students to write two sentences of their own using the past perfect simple and two using the past perféct continuous » Exercise 2 ‘Aim: to practise using past perfect tenses * Firs, write this sentence on the board: By the time we got tothe bus station, th bus lef + Ask students to explain to you what is wrong with the sentence. (The pst perfect rather than the past simple, is used to tak about actions and states before the main time inthe past we are interested in) * Before students crce the correct answer go through the first sentence together ‘Ask Are there ary phrases in the sentence which might act as a clue? (yes ~ by the time is used with perfect tenses) ‘Ack Which action in the past occurred frst? (Claire working for 20 years) ‘Ack What tense do we use for actions thot occured foro long time inthe past up to the time inthe past that we ore interested in? (post perfect continuous) ‘Remind students to go through this process of asking themselves questions about the sentence before they filin the aps + Ask students to work individual or wth a partner to do the rest of the exercise. * Blcit answers By the time we got to the bus station, the bus left ‘hd been working 2 had called 3 had worked 4 hed finished 5 decided Unit @ > Exercise 3 ‘Rim: to correct sentences using past perfect tenses * Before students correct the mistakes, go through the first one together. * Aske Are there any phrases in the sentence which might act as @ due? (yes all momig is often used with present and past perfect continuous) ‘Ask Did the action hoppen inthe present or inthe past? (inthe past) «Remind students to look out for words and expressions which are often used with past perfect tenses suchas before after when, already, as soon a, ewes the fst tie, a moming/daylweeklete, jus fo since tc ‘ Remind students to go through this process of asking themselves questions about the sentence before they correct it] «Ask students to work indvidualy or with a partner to do the exercise Elicit answers 2 Because he had never worked fom home. my brother did't ko what to expect. 3 Somebody ele got the jb before | ad had a chance to send in ‘application form. ‘4 Dod had been drning all day so he was really tired when he got home from work. Sentence | is correct. » Exercise 4 ‘Aim: to practise using past perfect tenses '* Before students complete the sentences go through the first sentence together * Tell them to ignore the missing verb for the moment. © Aske Are there any phrases in te sentence which might act.as a | Clue? (yes ~ it was the fist time is used with past perfect simple) | ‘© Remind students to go through this process of asking themselves questions about the sentence before they fil in the wp. ‘* Ask students to work individually or with a partner to do the Elicit answers 11 hod worked 2 had already writen 3 hod been waiting ‘4 had been having 5 had worked 6 had been vying «38>> Exercise 1 im: t0 focus on occupations * This exercise is probably best done as a whole cass. If time lows however, divide the class ito small groups and encourage em to use a dictionary in order to find the meaning of any Exercise 3 Him to practise forming nouns by adding a sufix = Seiore students attempt this task, draw a three-column table on ‘Se board with the following headings: verb, noun and adjective # Ask students to look at the words and brainstorm any forms of Se words which they might know already and write them on ‘Se board in the appropriate column. = Excourage students to copy the table into their notebooks. Remind them that these tables will help them when doing word Sormation exercises which they have to do in Part 3 of the [CC Use of English paper. ‘= Remind students that if word is spelt incorrectly, they wil lose Unit G «© Students then work individually or with a partnerto make the ‘nouns using the suffixes that they are given, «Elicit answers and encourage individual students to come up and the write the words on the board, checking that the words are spelt correctly. 1 Getty 2 enjoyment 3 kindness & majority 5 polaeness employment 7 attraction 8 payment 9 promation 10 laziness verb / noun / adjective > Exercise 4 ‘Aim: to practise using words which are easly confused * Before students attempt this task, write on the board earn and win. Ask students to explain to you the difference between them and to give you an example sentence for each of the ‘words. (Earn means to get money by working whereas to wi (money) means to get money from a competition or the lottery ete.) ‘© Encourage students to learn collocations which will help them to remember how the words are used, such as ear a solary or earn a wage, and win money on horse or win money in a ‘competion. ‘© Elicit answers to numbers | and 2. ‘© Ask students to look at numbers 3 and 4 and elicit the answers, ‘* Remind students that a salary is the money that a professional gets, usually every month, and that a woge is money that you get for a non-professional job that is paid every week or sometimes every day, Leom 2win 3 solary wage Suggested Homework <39>Work Wonders » Exercise 1 ‘Rim: to introduce the listening task * Students are now going to listen to an extract from an interview with two careers officers. * Before students listen elit what they think a careers offcer right do. '* Ask students to read through the sentences and predict the information that they might hear ‘© Remind them that will need to listen for numbers and figures. «Ply the listening text * Elcit answers. asking students to justify their answers by paraphrasing what they heard, Background information © A careers ofc 0 person who ges advice to young people on whichever core’ dey ae ieee n uring Normal, careers offers wil sit schoo in ther local rea ard inervew tents who are onthe ron of malig a decision cbout which subjects to study ot shoo ‘* In order to check your students’ understanding, ask them if ‘they can tell you the answers to the following questions. » Exercise 2 Aim: to Isten for specif information and practise an exam-type task * Before students listen to the complete interview, ask them to read through the questions and try to think about the information that they wil need to listen for * Remind students that they will hear the interview twice The frst time they listen they should circle an answer and the second time they hear the interview they should check their answers. « Pray the listening text © Blcit answers asking students to justiy their answers by paraphrasing what they heard » Soundbite Aim: to raise student awareness of silent letters * Ask students to look atthe Ist of words in the Student's and underline any letters they think are not pronounced. 1 Play the listening text. * Ble the answers, encouraging students to pronounce the words correc. > Exercise 1 ‘Rim: to practise expressing uncertainty ‘Ask students to look at the phrases in italics which can be us 10 express uncertainty or speculate. * Elicit answers, encouraging students to give you an example sentence using the expressions. > Exercise 2 ‘im to give students practice in exam-type tasks * Before students do this exercise, ask ther to study the. ‘Speaking database on page 158. ‘Ack students to choose at least four of the questions from let and to diecuze their dase with their partnon ‘Remind ther to use the phrases from exercise | when ‘expressing uncertainty. ‘+ Go round the class monitoring and helping, where necessary. * Ask students to report back to the whole cass on the ideas they have discussed. .Work Wonders Berar ‘Aim: to focus on comparatives and superlatives ® First, ask students to study page | 68 of the Grammar database ether n cas rat home before the keson starts p Witte there sertences on the boar Or new teacher mach Se iy Wa WS ee Ot ey 8 more hissing hn es one # Ect whch sentences comet and whichis incorrect (The est Sais crroc boca iy x bool lobia ans tro-yte ajecves evn ny ual form the Ercan bahay tc rther tn rt) Aak ruders to tal you why the second erence f correct. (hecresingi fount ejcve 1 takes mr he ESsrcste oxo) Brera tert hat with some tvo-sble cece here ek div dele scien “nore ont the most eve: We vay use te fas with more nd he oe. Sher then wer inidulyor wha partner B cst anevers easier 2 more challenging 3 the most confident 4 better (Our new teacher is much more funny than the last one. (Our new teacher is much more interesting than the last one. Exercise 2 to practise sentence transformations * First ask students to look at the word in bold in number | * Ask which words in the frst sentence they might need to replace (such as boring). * Ask Do we need to replace ‘boring’ with a comparative or superiotve adjective? (superlative) # Ask Do we need to use least or most (east) * Blcit the answer to number | * Remind them that they will need to rewrite the first sentence using the word in bold so that the second sentence means ‘actly the same thing They shouldnt change the word given 2nd they will need to use between two and fve words ‘= Remind them that contractions such as: don‘ doesnt, hasnt etc count a8 two words The exception to this is cant which counts as one word (because it comes from cannot) * Remind students that when they have completed the sentences they should read them through again to make sure they have fSllowed the instructions property. * Students then work indvidualy. it answers, ‘This isthe least interesting book about being an actor | have ever read. job wasnt as dia as | hod expected, finished her work care quickly than everyone else in the office. Hom less satisfied than | wos in my old job. * Unit @ > Exercise 3 ‘Rim: to practise an exam-type task * Before the students do this exercise, remind them of the best ‘way to approach it so that they become familar with exam technique, © Remind them of the importance of reading through the passage ‘once before they start to get an idea of the gist oft. * Direct students’ attention to the first sentence. ‘© Explain the importance of reading whole sentences rather than just single lines, as there may be addtional information given on the following line or lines which affect how the word should be changes, ‘© Remind students that some words have more than one ‘meaning and that might affect which word is required. © Remind students, too, that they will need to think about not only whether the word should be a verb, noun, adjective or adverb but whether the word is plural or singular or positive or negative ‘© Emphasise that speling is extremely important and that words which are spelt incorrectly will be marked as wrong, ‘= Remind them that the first word is given as an example, * Once they have finished the exercise remind them to read the passage again to check for sense, ‘© Remind students that they should write only one word in each gap.and that each word should be in capital letters © Finally remind students that they should always film an answer, even if they are not sure its correct. * Ask students to work individually or with a partner to do the rest of the exercise. * Bicit answers. PAYMENT. Suggested «ayyWork Wonders Exercise 1 * You might ask students to work together in pairs to come up ‘Rim: to introduce the topic of reports with alternative headings for each of the three main paragraphs * Before students do the exercises on this page, ask them to study page 151 of the Writer's database, either in class or at home before the lesson starts. * Ask students to read the writing task and to tell you who has asked you to write the report. (the manager ofthe careers offce, Mrs Carter) + Ack students who the report should be sent to and what it should be about. (The report isto be sent to Mrs Smith the headteacher ofa local school, and it s about the ambitions that the pupils at her schoo! have) * Elicit why the report should be formal. (because it is written to bbe read by the headteacher ofa local school) * Encourage students to think about the kind of information that ‘ould be included inthis report. (Some students want to become professionals so they are keen to go to university other students don't know what they want to do yet, etc.) ‘Remind students that this information willbe used to help the headteacher decide on which school trips to organise, so they could also think about which types of schoo! trips would be relevant. “Ask students to make a paragraph plan, with atleast one piece of information that they would include in each paragraph. | | » Exercise 2 ‘Aim: to encourage students to think about the style of reports Remind students to look back at the writing task in exercise | to help them with the true or false questions. '* Ask students to work individually or with a partner to do the exercise ° Blcit answers > Exercise 3 ‘Aim: to provide a mode! answer for students to refer to ‘= Students now read the model answer to the question in eercse | * Ask them to read the report through once. * Ask them who wrote the report, who it is for and what the subject ofthe report is Point out the way the report starts ‘© Then ask them to read it again quickly and to underiine all the information thatthe writer has included about students! ambitions. * Encourage students to give their opinion on whether tis is a ‘00d report whether it answers the question correcty and whether the writer has included all ofthe information she should have. (Yes = ths report would receive a igh mark in the exam.) <42>Work Wonders: > Exercise 4 ‘Rim: to focus on useful phrases used in reports * Before students attempt this tsk, remind them that these are informal phrases and that in a report they should be using formal phrases. * Ask students to read the model answer in exercise 3 again and Landerlne the formal (and appropriate) phrases. + Blct answers. Exercise 5 ‘Him: to prepare students for the writing task ‘Before students begin these exercises, remind them of the Importance of identifVing who they are writing to. '= Ask: Who will you be writing your report for? (a teacher) |= Then ask Whot will you be writing about? (about your Exercise 6 to help students collect information for the waiting task [= Students now work to make notes about the ambitions their assmates have. |= YOu could do this as a whole-class activity Elicit the information bby asking for a show of hands for each category. JEict what other work ambitions notin the ist pupils have, ‘You could do ths activity as groupwork Ask students to ‘eterview each other in groups to get the information they peed, reporting back to the dass. Monitor the work. “The service industry includes jobs such os waiter or woltres, taxi driver, ‘essstant, hotel manager, cook ete Exercise 7 to encourage students to further plan their writing “This exercise is designed to encourage students to use their ‘mragration and to make sure that they all have enough ideas ‘before they start writing Remind students that careful planning willimprove their Peports. “Ask students to look at the questions and to make notes in ‘Per notebooks, Fleming them that they should be answering the questions with ‘ane oF two sentences. '* Go round the class monitoring or helping where necessary "= At the end of the exercise, ask individual students to read out err ideas. '* Encourage students to make a note of any good ideas they hear fom other students. Unit G@ * Ifyou have time, check that all students have completed the ‘questions with appropriate information, > Exercise 8 ‘im: to give students the opportunity to produce a report * This exercise can be done in cass or set for homnework * Remind students ofthe importance of using headings and formal anguage and of answering the question by including the information from their notes in exercises 6 and 7. > Exercise 9 ‘Aim: to encourage students to check their written work, * Draw students’ attention to the checklist '* When they have finished writing, ask them to read each statement and to tick each one that is true for them, ‘* Ask them to make sure that they have ticked all of the boxes before handing their report in to be marked. '* You might consider refusing to mark any report that does not meet all the criteria in the checklist and asking the student to rewrite. + FSi i fritor wheter cients have check te wer Carly. you col ak them to underine na perc paes tial pers ohate ey fave wed fra pred ‘al « Aterratie, inte nid sents to read parts ofthe report toe es ofthe caso et suet fo xan reports wth each ther ano che enh eters ep fr nes ble hung than Menin rolev te bik 8 Sache aT ibaa ‘oration 1 Seals nes hive the oppor wigs back Bight ik ‘to check what they have leant. © Ask the whole class the questions from Look back. + Gh rowers om der sent + Enero snake Bo i ay a tp carvromarbex <43>Show you know! units 3-4 1 18 2A 38 4c 5D 6B TA ac 9D 108 2 have known 2 had left 3 has been cooking 4 have seen 5 have been leaning 6 had been working Thas visited B have fished / finish 3 went 2 does 3 Going 4 playing 5 going 6 doing T been <44>Show you know! units 3-4 4 Take 2 hands 3in 4 make / find 18 2A 3A 4A Tithe 2 the 3- fa # ie = 7 (2 marks for each correct answer) 1 employment 2 laziness 3 politeness 4 kindness 5 promotion 6 working enjoyment 8 activity 9 attraction 20 unhappiness <45>The Global Village Povener ‘Ask students to read the passage. This can be done individually | ‘or asa dass activity with different students being asked to read, diferent sections aloud to the rest of the class. | ‘© Remind students that at this stage they do not need to Understand all of the vocabulary a items will be covered in Word Box section. "Blt answers from a few students as to what is surprising the history of television. Background information «© The phrase the global vilage refers to the modern world 1 Telecormmunications isthe technology of sending information by where all countries depend on each other and seem to be telephone, radi, television email te closer together because of modem communication and transport systems, eg Lif in the global vilage means its as easy Cee to find out what's happening on the other side ofthe world as + In order to check your students' ability to scan for speciic ot the end of your street information, elicit the answers to the questions below. ‘© Write the phrase the global vilage on the board. ‘Ask students what they think the title refs to ‘Explain the meaning ofthe phrase the global village. might help them find the answer The key words have been '* Write the example sentence given above on the board. underiined in each sentence. '* Elicit suggestions as to what the unit might be about. Em ‘the global village Ue in the global vilage means it’s as easy to find out what's happening ‘on the other side ofthe world as atthe end of your street ‘Aim: to introduce the topics that will be covered in the unit '* Read the Look ahead box aloud to your students or ask a ‘student to read it. © Ask students what they expect to learn about the history of ‘osion ‘Aim: to introduce the topic of the media through personal Seon + Ak ser to work pus to tak abut the queors nthe ‘Student's Book. * Go round the class monitoring and helping where necessary. 1 ype eredearghst el amar neg he abc choty reading he questions and wing alee rede o pater amen: Background information 1 "The mecio’ generally includes roo, television, newspapers the internet (ond magezines. rT » Exercise 1 ‘Aim: to scan for specific information ‘Students are now going to read a magazine article. Begin by asking them to predict which types of media they might read about, < 46>The Global Village » Exercise 2 ‘Aim: to scan for specific information Ask students to quickly scan the text to find the years listed in 1-6 and to undertine them. + Ask students to work individually or with a partner to complete the exercise. * Elicit answers. > Exercise 3 ‘Aim: to practise an exar-type task '* Before the students do this exercise, reind them of the best, ‘way to approach itso that they become familar with exam technique. ‘* Ask them to read sentence A. Elcit which word or phrase ‘might act as a cue to which gap the sentence fits. (as t stil i) * Remind students that they need to look for information before cor after the ga. ‘© Remind them also of the importance of looking for discourse markers such as relative and personal pronouns, defring and rnon-defining clauses and determiners. * Elicit suggested answers but do not negate or confirm them at this stage. ‘+ Encourage students to approach each of the sentences in the same way. * Remind students ofthe importance of undertining the words ‘which helped them find the answer within the passage, as this makes it much quicker and easier for them to be able to justify and check their answers. ‘Finally remind them that there is only one extra sentence which ‘they do not need to use. '* Ask students to work individually or with a partner * iicit answers, asking students to indicate the words or phrases which helped them choose the answer * Ask students to write a short paragraph of fity words about TV ‘which contains the extra sentence D. Unit G 10 introduce new vocabulary * Before the students do this exercise, ask them to read the definitions ‘© Remind them of the importance of deciding before they complete the definitions whether they need to look for a noun, adjective or verb in the article * Ask students to work individualy or with a partner to do the © Blicit answers. © Ask students if there were any other words in the article which they didnt know the meaning of * Remind them to make a note of the words and to look them up in a dictionary before the start of the next lesson ‘© Ask students if they enjoyed reading the article and whether ‘they learnt anything from itor not and get them to justify their Ct * Ask students to choose five words from the Word Box and to write their own sentences with the word missing. * Students then swap their sentences with a partner and try to fl in the missing word. <47>The Global Village ieee a BE Peter te tance on tei pape ect study pages |69-170 of the Grammar database. either in class ee tots teeters Be eh an ror bc he rng ages Hes coviectivgunrartvgrctontergoeibce Er seated dpa ass wb por ture otie fe eae ned © ha cSt oceih pirat riite ate carighs oPe pladtitiapaan BOn talatioe ‘Students should have ticked options a, b and c. (Other examples of the passive inthe article are: “The telegraph, which was invented..." ‘Phil's family was forced to move to find work TV pictures were being broadcast into homes..." Ait wie eb see ftom about (een radon te pee > Exercise 2 ‘Nim: to practise rewriting sentences inthe passive ** Go through the first sentence together with the students * Explain that the first sentence is in the past simple. To make it passive, we put the object fist. then the verb to be inthe right tense (here, past simple), then’ the past participle of suggest. * Ask: What isthe object ofthe sentence? (the idea ofthe internet) ‘© Ask: What isthe subject ofthe sentence? (someone) © Ask: What verb do we need to use oftr the abject? (the verb tobe) ‘+ Aske And whot follows the verb to be? (the past participle of the verb suggest) «Bit the answer to number | reminding students that we don't need to say by someone at the end of the sentence, © Remind students to go through this process of asking ‘themselves questions about the sentence before they rewrite it. + Students then work individually or with a partner to do the evertise. * Blicit answers 1 The ideo of the interet wes frst suggested in the 1960s in America. 2 Our newspaper is delvered tothe house every morning. 31 was told that the BBC i planing a new channel 4 The internets sad to be a great way to receive international news. 5] wos gven a great book by jl about working inthe medi » Exercise 3 ‘Aim: to practise identifying passive and active sentences * Before students attempt this task write these se board: Kevin's cousin is teaching him English, and Kevin English by his cousin * Ask students to complete the second sentence so that it means the same as the frst. ces on the Unit G © Ask: Which verb do we need to use? (teach) ‘Ask Is the action happening now or in the post? (now — present continuous) ‘© Explain that to make the sentence passive, we put the object first (inthis case, Kevin), then the verb to be in the right tense (here, present continuous), then the past participle of teach. © Complete the sentence on the board. (Kevin is being taught English by his cousin) * Remind students that we do not need to say who did the action when it's unimportant or obvious. When we do want to say who did it, we normally use by. © Ask students to work individually or with a partner to do the exercise, «Bice answers 1b 20 3b 4b q Kevin's cousin is teaching him English Kevin English by his cousing » Exercise 4 ‘Aim: to further practise the passive © Students now work individually to rewrite a passage about making a news report ** Encourage them to ask the kind of questions that they were asked in exercises 2 and 3 in order to establish how to change the sentences. ‘* Remind students that they need to use the passive voice. ‘© Students should then work individually to rewrite the passage «Elicit answers “How is a story put together? Wel to begin with « cal is received at the news centre. Then. ne of our reporters is sent to get more Information. Anybody who knows anything about the story is interviewed ond the interviews are recorded by the cameraman. The facts re also checked with ofcial sources. Back at the stuco, the ‘tory fs edted ready forthe next news bulletin The mews is ‘on the hour 24 hours @ day’ <48>The Global Village » Exercise 1 ‘Aim: to focus on types of television programme © This exercise is probably best done as a whole class. If time allows, however, divide the class into small groups and ‘encourage them to use a dictionary in order to find the meaning of any unknown words. * First ask students to read through sentences 1-6 and underline any key words. These key words might be useful s clues to help them do the exercise. * Go through the first sentence as an example. * Elicit the key words: funny, lasts for half an hour and same characters, * Ask: Which programme is funny, half an hour long 0 same characters in it (sitcom) * Remind students that a soap opera is also usualy half an hour long and has the same characters init but is not usualy funny. Many soap operas last for an hour * Ask students to do the exercise. ‘stcom 2 documentary 3 chat show 4 soap opera 5 game show 6 realty show * Students are then asked if they can name one of each type and what they prefer to watch, » Exercise 2 Aim: to further develop topic vocabulary * This exercise is probably best done individually orn pairs You could also work through the exercise as a whole cass they leam in their notebooks. ‘* Blicit answers. Af 20 3d 4e Sc 6b » Exercise 3 to introduce phrasal verbs with on ‘ Point out to students that phrasal verbs that share the same particle (up. down, out etc) sometimes have meanings that have something in common. All the verbs here use on and they all have something to do with starting or continuing ** Ask students to look at the phrasal verbs and ask: Which phrasal verb might mean to start something like @ radio or television working? (tum on) and Which phrasal verb might mean to connect to the internet? (log on) * Elicit any ideas they have. ‘* Students then work individually to choose the correct phrasal verb in each sentence, ‘Elicit answers. ‘Students now match the phrasal verbs to the definitions ‘* Remind them to put each phrasal verb in the infinitive, * Elicit answers. * Remind students that sometimes phrasal verbs can have more than one meaning, ‘courage students to make a note of any new vocabulary that tum on 2 caryon 3 growing on & logon Sgeton 6 put on have a good relationship: get on with broadcast on TV: put on start something working: turn on connect to the internet: og on continue: carry on become more attractive to you after some time: grow on Other phrasal verbs which mean ‘continue’ are ge om or Keep on. >» Exercise 4 ‘Aim: to speculate on the meaning of idioms © This exercise is best done in pairs * Before students attempt this exercise, ask them to read through the idioms and underline any words which might act as chues as to the meaning of the idiom. «Students then work in pais to spect idioms. 1 Elicit suggestions «IF time allows, encourage each pairto use a dictionary to find ‘the meaning of the idioms given here. ‘© Write the example sentences on the board and encourage students to make a note of idioms, their definitions and an example sentence in their notebooks, Jate on the meanings of the be front-page news = be the most important item of news 1 couch potato = a person who enjoys sitting infront of the ‘TV for long periods of time bbe on the spot = be in the exact place where something is ‘happening hit the headlines = become farnous by being reported in the ‘news (headlines are the titles above reports in newspapers) be on the air = be broadcast at a particular time The princess’ new baby was front-page news all over the world. Ifyou want to get fit, you'd better stop being such a couch potato! ‘An ambulance was On the spot watt 10 uninutes OF ue acciaen happening. David Beckham's decision to leave Manchester United has hit the headlines. The new radio show is on the air at 6.30 tonight. Suggested Homework <49>The Global Village > Exercise 1 ‘Aim: to practise listening for gist © First, ask students to give you definitions of the television programmes listed in 2-e * Bic the type of language that they might expect to hear someone use in a documentary. '* Asie Would you expect a documentary to contain formal or ‘informal language? (formal language) ‘© Elicit their suggestions for each of the programmes. + Remind students that they should also be listening forthe tone and style ofthe extract Explain that a sitcom is ikely to contain a dialogue, whereas a documentary might be a formal monologue. ' Play the listening text. ° Blicit answers, asking students to justi their answers by paraphrasing what they heard. > Exercise 2 ‘imi: to listen for gst * Students now hear the extracts again in a different order ‘© Remind students that they will hear each extract twice and that. ‘they should listen to the whole of the extract before they decide on the answer ‘Play the listening text * lit answers asking students to justify their answers by paraphrasing what they heard. > Soundbite ‘Alm: to practise listening for the sound /3/ * Students now listen to recognise the vowel sound /a which appears in words such as word and bird. * Explain that they wall hear someone say four words and that ‘they should circle two words which have the same vowel sound in them. Unit Play the listening text. '* Blcit the answers, making sure that students pronounce the ‘words correctly, [eb 1, Track 15) = ‘Aim: to prepare for the speaking task + Reeser hatin Part ff Spin a theyre tied qusions bout eraehes an te oon egetonce. '* Ask students to Jook at the questions in exercise 2. '* Ask students to make brief notes in answer to each of the gieskie Ball ened > Exercise 2 ‘Aim: to practise an exarn-type task * Before students do this exercise, ask them to study the ‘Speaking database on page |58. * Point out the useful phrases that follow the exercise. Encourage students to use these phrases when they do the task. ‘Ask students to interview each other in pars, asking the Questions given and raking a note oftheir partner's answers, ‘© Remind students that they should give reasons, explanations, examples, etc * Go round the class monitoring the task. * Ask each pair to report back to the whole class on what they discussed, '* You might prefer to do the task as a whole class. Ask the questions and inte different students to talk about theie opinions and experiences. <50>‘Rim: to focus on countable and uncountable nouns * First ask students to study page |70 of the Grammar database, cither in dss or at horne before the lesson starts ‘© Write these sentences on the board: Sarah is tall wth really Jong hairs. and There were lots of heir in the sik so I had to dean it. * Elicit what is wrong with each of the sentences. (Hair can be both countable and uncountable. In the first sentence it should be uncountable and in the second sentence countable.) © Remind students that some nouns can be countable with one meaning and uncountable with another (coffee. « coffe, chicken, a chicken). Ths often happens when we tak about a material or substance and a thing made out of it * Students then work individually or with a partner to complete the exercise * Blt answers * Point out that most uncountable nouns are singular and take a singular verb Her advice wos helpful. However, there are also some plural uncountable nouns (jeans, scissors clothes, rousers) which take a plural verb: These jeans area bit shor. * With the nouns that can be both countable and uncountable, ask students to explain what the difference in meaning is. om Sarah is tall wth really long hairs. ‘There were lots of air the sink so lhad to clean it. > Exercise 2 ‘Aim: to further practise countable and uncountable nouns '* Before students correct the mistakes, go through the first one together ‘© Ask Is this sentence correct? (no) '* Aske Which noun in the sentence is uncountable? (equipment) '* Remind students to go through this process of asking themselves questions about the sentence before they correct I. * Ask students to work individually or with a partner * Blict answers. » Exercise 3 ‘Aim: to raise awareness of homonyms * Point out to students that the same word can have more than ‘one meaning. When they do some exercises, such as word formation it is important that they realise which meaning is relevant. * Ask students to read the verbs given and to match each to two different meanings Bicit answers, lel 2bf 3dj 4ik 5cg 6ah > Exercise 4 ‘Aim: 1 practise an exam-type task * Before the students do this exercise, remind them of the best ‘way to approach it so that they become familar with exam technique. * Remind them ofthe importance of reading through the passage ‘once before they start to get an idea of the gist oft. * Direct students attention to the frst sentence. * Explain the importance of reading whole sentences rather than just single ines as there may be additional information given on the following line or lines which affect how the word should be changed ** Remind students that some words have more than one meaning and that might aflect which word is required * Remind students 100 that they will need to think about not ‘only whether the word should be a verb,noun, adjective or adverb but whether the word is plural or singular or positive or negative. * Emphasise that spelng is extremely important and that words which are spel incorrectly wil be marked as wrong ‘© Remind ther thatthe frst word is given as an example. * Once they have fished the exercise remind them to read the passage again to check for sense, ‘Remind students that they should write only one word in each 2p, and that each word should be in capita letters. * Finalljremind students that they should always fl an answer even if they are not sure it is correct. * Ask students to work individually or witha partner to do the rest ofthe exercise. * Bit answers. «51>» Exercise 1 ‘Aim: to introduce the topic ofa story and focus on the reader * First ask students to study page 152 of the Writer’s database, cither in class or at home before the lesson starts ‘© Ask students to read the writing task and to tell you who is going to read the story (The story will be read initially by the ‘people judging the competition who work at the radio station. However, the people who are the real audience for the story are the listeners of the radio station) Seer ‘Encourage students to think about the type of details that they could include in this story. (Why I was on the news, why it was a surprise, the response of my family and friends, whether | enjoyed /disiked the experience, if anything happened to me after | had appeared on the news, etc) > Exercise 2 ‘Rim: to focus on descriptive language «This exercise is probably best done as a whole class Iftime allows however divide the cass into small groups and encourage them to use a dictionary in order to find the meaning of any ‘unknown adjectives. * Before students attempt this exercise, remind ther that descriptive language is important in a story as it can help to bring the characters and the narrative to life, * Draw a three-column table and write the headings very good, Very bod and feelings atthe top of each column. * Invite individual students to come up and write the adjectives Under the correct heading, (See answers in exercise 3) * Encourage students to think of other adjectives and to add ‘them to the lst on the board. * Check that students have copied the table into their notebooks. a very good | very bad | feelings » Exercise 3 ‘Aim: to identity adjectives which become adverbs by adding '* Ask students to look through the list of adjectives on the board. * Bict which adjectives can be made into adjectives by adding -b * Eicit how the other adjectives form adverbs. * Invite individual students to come up and write the adverb next to the adjective, making sure that students spell the adjective correctly, «52> » Exercise 4 ‘Aim: to focus on useful phrases used in stories to provide a model answer for students to refer to * Ask students to read the model story through once. ‘© Then ask them to read it again quickly and to undertine all descriptive adjectives and adverbs that the writer has inch * Encourage students to give their opinion on whether this is 2 {good story whether it answers the question correctly and ‘whether the writer has used appropriate descriptive lang (Yes ~ this story would be given a high mark in the exam) ‘In order to check students’ understanding of story writing, ‘them to paraphrase the sequence of events in the story,The Global Village Unit G » Brercie 5 Aim: to encourage sidents to think about the sje ofa story Alm: to review the unt and to practise scaning for spect * Remind students to look back atthe model tory in exercise 4. information * Eicit answers. * Students now have the opportunity to go back through the unit to check what they have eart. Tara RT ee eee qrs fo tok bak SA cites. * Blct answers from diffrent students 21: iwas avfill’Shelocked otme and then backatthe screens] ° Sictansversfrom diferent students OHS ton Excourage ses San te unt to tay eration ty 3 “Thats rer” she 2. dd Fm nocent eS : 113 ae cee ' 3 the verb tobe” » Exercise 6 4. person who enjoys sting in font of the TY for long periods of ome ‘Aime to encourage students to plan their writing 5 foes * This exercise is designed to encourage students to use ther | 6 aan rf and make a pont imagination and to rake sure tat all students have enough ideas before they start writing + As students to look at the questions and to make notes in Seated Homework their notebooks « Rerrind them tat they shoud be answering the questions with cone or two sentences. * Go round the class monitoring o helping where necessary. * At the end ofthe exercise, ask individual students to read out thei ides. + Encourage students to make a note of any good ides they hear from other students * Ifyou have ime, check that all students have completed the «questions with appropriate information. » Exercise 7 [Aim: to give students the opportunity to produce a story ‘This exercise can be done in cass or set for homework. ‘© Remind students of the importance of using descriptive language and of creating drama using direct speech, » Exercise 8 ‘Aim: to encourage students to check their written work * Draw students’ attention to the checklist. ‘© When they have finished writing, ask them to read each statement and to tick each one that is true for them, ® Ask them to make sure that they have ticked all of the boxes, before handing their story in to be marked, ** You might consider refusing to mark any story that does not meet al the criteria in the checklist and asking the student to rewrite EET: * Invorder to monitor whether students have checked their work carefully you could ask them to underine in pencil places in their story where they have ‘used descriptive language’ for example. © Alternatively invite individual students to read parts of their story to the rest of the class or get students to exchange stories with each other and to check each other's stories for mistakes before handing them in. «53>Come Rain or Shine © The phrase come rain or shine means that something wll definitely happen no matter what the weather may be, eg West Ham United are going to win the Cup on Saturday, come rain or she. ‘* Wot the phrase come rain of shine on the board. ‘Ask students what they think the title refers to. © Explain the meaning ofthe phrase come rain or shine. '* Write the example sentence given above on the board. * Elicit suggestions as to what the unit might be about. ccome rain or shine ‘West Ham United are going to win the Cup on Saturday, tise ‘Rim: to introduce the topics that will be covered in the unit * Read the Look ahead box aloud to your students or ask a student to read it. * Ask students to tell you if they know what the weather forecast for the next week is and whether they enjoy the weather as it isat the moment. Seren ‘Aim: to introduce the topic of the weather through personel responses * Ask students to work in pairs to make notes about the weather in each season * Go round the class monitoring and helping where necessary. * Ifyou prefer divide the class into small groups and give each {7 0up a different part of the world (Antarctica, Africa, Europe, Russa, Australia etc) to rake notes about. * If time allows, conduct a discussion involving the whole class by inviting diferent groups to tak about the notes they made. es ites aiBU nes cence mint oo inthe long curren Cha tiga Cade Re » Exercise 1 ‘Rim: t0 read for gist * Students are now going to read an extract from a book. Begin by asking them to look atthe te ofthe extract and predict What the extract might be about. * Elicit ideas. | * Ask students to read the extract This can be done individually | cor as a class activity with diferent students being asked to read, different sections aloud to the rest ofthe class. 7 © Remind students that at this stage they do not need to j understand all ofthe vocabulary as items will be covered in the Word Box section, © Elicit answers from a few students as to whether they would | like to try forecasting the weather and ask ther to justi their | answers. Background information ‘Dost-Yourse'(or DI) usualy refers to the hobby of making or repairing things for your home instead of getting someone else to do them for you Here t refers ta trying to forecast the weather yourself without relying on officio! weather forecasts. © "A weather station's a place where instruments record information ‘bout che weather © ‘Cloud cover'refers to the amount and densiy of coud covenngo | portcular area © A wind meter isan instrument used to measure the speed of the wind Stotic'is the unpleasont noise that you hear an radio when it inte | tuned to any particular station. > Exercise 2 ‘Aim: to read to understand main concepts © Read the frst sentence together. © Remind students that they can look atthe extract but they | don't need to read itn detail again. q * Elicit the answer and ask students to jusiy it by reading directhy from the extract. q '* Remind students of the importance of underlining where they found the answer in the extract. 1 '* Ask students to work individually or with a partner Elicit answers, asking for justification from the extract. “54>Come Rain or Shine Unit G > Exercise 3 le 2d 3f 4b Sh 6g 70 Bc Aim: to give students practice in an exartype task * First remind students of the best way to approach itso that they become familiar with exam technique * Ack students to choose fve words from the Word Box and to « Remind them of the importance of looking for sentences from write their own sentences with the word missing the passage which explain one ofthe four options A-D Its aso * Students then swap their sentences with a partner and try to fil possible that they might be able to work out fromthe passage in the missing word \which three options could not be the answer * Direct students’ attention to the second question. ‘Aske Where does the writer mention collecting information about the weather very high in the atmosphere? (Weath balloons tll us what is happening ot high altitude) and tell students that this eliminates option A, * Aske Where does the writer mention the amount of cloud over, on area? (Satelites give us images of coud cover...) and tell students that this eliminates option C. ‘Ask: Where does the writer mention the way the wind is blowing? (and wind direction) and tell students that ths eliminates option D. Remind students of the importance of underlining where they found the answer within the passage, as this makes it much quicker and easier for them to be able to justify their answers in class and check their work in the exam, ‘Ask students to work individually or with a partner to do the rest of the exercise « Blicit answers, asking for justification from the passage. Suggested Homework 1B ‘Many cultures have troctonal ideas about how to forecast the weather..." Fos ‘This fn't mentioned in the passage. "You need to krow about the cmate inthe area where you Ive” ‘Start to keep records ofthe temperature .." 1s your barometer rising and do the Couds seem to be geting 6A: "With olitle proctice, your forecasts wil Become more. ‘occurate:" PORTERS ‘+ Have a class discussion about any extremes of weather that the students can remember and what problems were caused. ‘im: to introduce new vocabulary * Before the students do this exe defnitions. + Remind them of the importance of looking back atthe passage for dues they are not sure of the meaning of any words «Ask students to work individually or wth a partner to do the * Bliit answers. se, ask them to read the '* Ask students if there were any other words in the passage which they didn't know the meaning of, © Remind them to make a note of the words and to look them Up in a dictionary before the start of the next lesson, * Ask students ifthey enjoyed reading the extract and whether they learnt anything from it or not and get them to justify their <55>‘Come Rain or Shine ci Exercise 1 ‘Aim: 1 review the future * Fis, ask students to study pages 171-172 of the Grammar database cither in class or at home before the lesson starts. The first exercise refers back to the reading passage so that students can see the grammar in question being used in context. * Read the lst of ways that we can talk about the future. * Ask students to work individualy or witha partner to underiine all the examples of the future that they can find inthe extract. * Blcit answers CEI: * Ask students to write four sentences of their own which use leach of the fours ways of referring to the future. > Exercise 2 ‘Rim: to practise identitying different uses of future © Ask students to look at the frst sentence. © Aske Which way of refering to the future is being used here? (be going to) © Aske Do we arrange the weather or do we preckct the weather? (we predict or forecast the weather) * Remind students that when we make predictions based on evidence we can see now, such as a hurricane or rain clouds, we often use be going to * Ask students to work individually or with a partner * Elicit answers, asking for students to just their answers with grammatical rules. Refer to the Grammar database if there is any confusion, ses 1b 2a 3b 4a Errors to Watch Out For Students often use wil to tak about the future in clauses after when intl, if nd What, particularly in sentences ike Tm going to call my fiend when I wil irish my homework. Remind studi should use the present simple. that they » Exercise 3 ‘Aim: to correct sentences using future tenses * Before students correct the mistakes, go through the first one ‘together: * Aske Which way of referring to the future is being used here? (present continuous) * Ask Do we arrange the weather or do we predict the weather? (we predict or forecast the weather) Remind students that when we make predictions based on, evidence we can see now we often use be going to but often. ‘we can talk about predictions using will with no difference in meaning, ‘¢ Write these sentences on the boarct think it wil rain this ‘afternoon. and I think it's going to rain this oftemoon. and explain that there is no difference in meaning between them. ‘* Remind students to go through this process of asking themselves questions about the sentence before they correct it '* Ask students to work individually or with a partner to dk exercise. * Elicit answers. 1 The forecast says i's gong to rain later todo 2m meeting Ben at the café ot si 3 We are going to have astm! 5 Ie stort renng in o minute, bets gong to start raring in @ ‘mint, | bet! 6 rk 100 er te we wl be ceo onthe wate: Sentence 4 is correct. | think it will rain this afternoon, | think it's going to rain this afternoon, > Exercise 4 ‘Aim: to correct an erail using future tenses students now work individually to correct the email ** Encourage them to ask the kind of questions that they were asked in exercises 2 and 3 in order to establish which way of referring to the future is appropriate and why, Jents should then work individually to correct the email * lict answers. Hi Zoe! Thanks for your message. This has to be a quick note becouse! teomesting my mum ot the Ibrory in o few minutes. Ave you stil {aing to Saly’s pony? | think well havea great time! What do you. = think the weather wil be ke? fits cold, fom gong to wear my new Jacket. 'm going to call Anna this evening to ask her about her plans. ‘Arent you seeing her tornorrw? Got to go. Well tak later when Leet ack fom the library See you, Jacke i Suggested Homework «56>Come Rain or Shine > Exercise 1 INim: to focus on vocabulary connected to the weather * This exercise is probably best done as a whole class. f time allows however divide the cass into small groups and encourage them to use a dictionary in order to find the meaning of any unknown words. * First, ask students to read through the sentences |-7 and underline any words which might act as clues * Elicit the clues and askif there were any which they could do given the clues in the sentence, * Asan example of this you could direct students attention to ‘question 7. The words hot weather suggest that the answer may be heatwave. Even if students don't know the word heatwave, searching for clues can sometimes help them to make an educated guess. lit answers ‘Aske Which three words can we odd “to to make adjectives? * Elicit the answers * Ask students to work in pairs to brainstorm other adjectives tending in -y which describe the weather * Elcit their ideas. [hal 2 shower (showery) 3 bizzard 6 fost (fost) ‘Siri (sy) 6 hurrcone 7 heatwave Possible answers: ‘foiny, sunny, windy, cloudy, chilly, breezy, foggy, snowy > Exercise 2 Aim: to match words to make phrases connected to the weather '* Ask students to look at the pictures and to complete the words ‘and phrases using the words in the box. '* Encourage students to make a note of any new vocabulary that they learn in their notebooks © Bicit answers, ‘@ewfiake / raindrop / hailstone / a flash of lightning / 0 gust of wind # apace of water CECE * Divide the clas into pairs. * Ask students to match the words and phrases to the correct to practise collocations Before students attempt this task write this sentence on the Board: Tom came home from schoo! wet because it hed been with rin = Explain that two of the options a-c in number | complete the sentence (dripping / pouring). it the phrases chipping wet and pouring with rin and ask sudents to speculate on what they mean, Unit G + Encourage students to mal they lear in their notebooks. note of any new vocabulary that ict answers 1¢ 24 3b 4c 8a [> On the Board] wet because it had been with rain Tom came home from school » Exercise 4 ‘Aim: to practise using words which are easily confused * Before students attempt this task write on the board look see and watch. Ask students to explain to you the diference between the words and to give you an example sentence for each of them. (Look means to move your eyes toward something so you can see it. Watch means to look at someone ‘or something for a period of time and is most commonly used with sporting activities and television. See means to notice something with your eyes) ‘© Encourage students to learn collocations which will help them ‘to remember how the words are used, such as look at something or someone, watch television or: igh. ‘+ Remind students to put the words in the correct form and ask them to do the task. cit answers to numbers 1, and 3, ‘Ask students to look at numbers 4 and 5 and elicit the answers Don't negate the answers but encourage all students to either agree or disagree with the answers given and to justity whether nervous or upset is used in each sentence. ‘¢ Remind them that if you are nervous, you feel worried or anxious about something and if you are upset, you fee! sad or angry about something * Ask students to look at numbers 6,7 and 8 and elicit the answers. Don't negate the answers but encourage all students to either agree or disagree with the answers given and to justify whether have, spend or pass is used in each sentence, ‘© Remind them that people have a good time when they enjoy themselves, they spend time doing sonredi something to pass the time or make it go quicker '* Encourage students to learn these definitions by heart. look / see / w. A watching 2 looking 3 seen 4 upset 5 nervous 6 spend Thave 8 poss Errors to Watch Out For Students will often say things like ‘| wil pass your house later to see you" Remind students that this doesn't sound natural in English and that they should learn to use the mare natural, will come round to your house later to see you Suggested Homework <57>‘Come Rain or Shine > Exercise 1 ‘Rim: to introduce the listening task and listen for specific information «Ask students if they have ever seen a rainbow and whether they now what causes 2 rainbow to appear + Students now lsten to an extract from an interview about rainbows, ‘+ Ask them to read through the questions and try to predict the kind of information that they will need to listen for. ‘Play the listening text. Elicit answers, asking students to justify their answers by paraphrasing what they heard, > Exercise 2 Aim: to listen for spect information * Students now listen to the whole ofthe interview. + Fist remind students ofthe best way to approach it so that ‘they become familiar with exam technique ‘Remind them to listen for key words or phrases which could ft the gaps. ‘Aske What kind of information should you be listening for to complete number 1? (a noun) + Encourage students to do the same for numbers 2-7 in pars or as a whole dass. * Bici their suggestions ‘Remind them that they will hear the whole interview twice. The first time they listen they should take notes and the second time they listen they should check their answers + Encourage students to complete all ofthe gaps if they are not certain of an answer they should make an educated guess. * Finallyremind students that they only need to write a word or a short phrase: * Phy the listening tex. it anowers.asking students to justify ther answers by paraphrasing what they heard. Unit » Soundbite ‘Aim: to practise weak forms * Explain to students that some words sound diferent when they are ina sentence. Some common words, such as and. can and for have Weak forms'that we use when the word is not stressed. They may have to listen carefully to hear these words. «Ask students to read the sentences given, « Ply the listening text and ask students to lsten carefully ‘Ask student volunteers to repeat the sentences, doing their best to use the weak forms of the words. * Play the listening text again if necessary. » Exercise 1 ‘him: to practise speculating * Reming students that Part 2 of the FCE Speaking paper requires them to be able to talk about the differences between two Photographs for one minute, * Explain that it might be possible that they are asked to tak. about something in a photograph which isnot clear to ther of which they are not familiar with © Remind them that there are phrases and expressions which they can lear to show that they are not dlear what something is ‘Ask students to look at the images in the Student's Book, + Ask students to look at the expressions and talk with their ppartner about what they think the images might be. ** Go round the cass monitoring and helping where necessary ‘© You might want to set atime limit of three or four minutes for this, Elicit ideas. > Exercise 2 practise comparing photographs * Before students do this exercise, ask thern to study the Speaking database on paze 158. © Divide the class into pairs. '* Explain to students that they should be able to talk to their partner for one minute. They will need to compare the photographs and speculate about where they think they were taken. * Remind students not to describe the photographs in detail b 10 tak about the ideas ilustrated by the photographs. ‘© Remind students that they can use the prompts in exercise | help ther and that they should be able to expand on these based on what they can seein the photographs. * Remind students that the questions they should answer will be printed above the pictures. * Go round the class monitoring or helping where necessary. ‘Check to make sure that students aren't making mistakes with speculation, «58>Come Rain or Shine CRT » Exercise 1 ‘Kim: to focus on question tags * Before students do the exercises on this page, ask them to study page 173 of the Grammar database, either in cass or at home before the lesson starts. * Before students attempt this task write these sentences on the board: The weather forecast sid it's gong to snow, isn i? and The weather forecaster said it's going to snow, did't she? * lit which sentence is correct and which is incorrect. (The frst is incorrect because when the sentence doesn't have an auriliary verb, we use the verb do — the question tag should be didn't i? The second is correct) * Students then work individually or with a partner to complete doesn't it 2 hasn't there 3 did they 4 shouldn't they 5 have you Unit G '* To practise vocabulary, give students defnitions of words that ‘they might not know from the passage and ask them to tell you the word ‘© Words which they might not know but could guess from the context are: maed, depressed, medical condition and cure. Suggested Homework The weather forecast said it's going to snowy isn't i? The weather forecaster said it's going to snow, didn't she? > Exercise 2 ‘Aim: to practise using connectors * Ask students to read the sentences, compl ting the gaps using + Point out that since has two meanings. (Here it means because not from that time) + Point out that n spite is followed by of and despite in ebhgh 2 nce Idespte Sin spte 530 6 Howerer > Exercise 3 Aim: to practise an exam-type task * Students now do a multiple choice gap-fling which i designed to practise what they have learnt from exercises | and 2 * Ask students to read through the passage ignoring the gaps, and tell you what seasonal offecive disorder is. (a medical condition which causes its suferers to be depressed during the winter nts) plain that at this stage it isnot important to understand all of the words but draw students attention to cues before and after the gaps that might help them find the answer. These nlude prepositions articles, personal pronouns and determiners. * Remind students that when they have completed the exercise they should read the text through again, inserting the missing, word in the gap to check for sense. its then work individually or with a partner to complete WEN2A 3D 4C 5B 6D 7A BD 9C 108 <59>Come Rain or Shine [Writing ed » Exercise 1 ‘Aim: to introduce the topic ofan article and focus on the reader * First ask students to study page |53 of the Writer's database, cither in clas or at home before the lesson starts ‘Ask students to read the writin task and to tell you who is going to read the article. (students from around the world who read the international students’ magazine in question) ‘© Ask students what the article should be about. (the local climate ‘and how it affects people's way of ife) ‘+ Bicit why the report shouldn't be too formal. (because itis ‘written to be read by young students) ‘Encourage students to think about the kind of information that ‘they could include in their article. (Things to include might be: ‘what the weather is ke throughout the year — mild winters and long, hot summers which go from May to October, people spend a lot of time outside in the summer, many people don't work during August state schools are closed fora three-month summer holiday people go swimming a lot sleepin the aftemoons when it a ts hottest, etc) * Brainstorm ideas, writing any suggestions the students have on the board, > Exercise 2 ‘Aim: to encourage students to think about the style of an article * Ask students to work in pairs to answer the questions. © Elicit answers, asking for justification based on what they have leamt about articles from the Writer’s database. » Exercise 3 ‘Aim: to provide a model answer for students to refer to + Students now read the model answer once. * Then ask them to read it again quickly and to underline all the phrases that the writer has used which are conversational. * Encourage students to give their opinion on whether this is a good article, whether it answers the question correctly and whether the writer has used a conversational style. (Yes — this article would be given a good mark in the exam. in spite of the few mistakes the student has made) <60> Unit] Come Rain or Shine > Exercise 4 ‘Aim: to practise coming up with ties ‘© Remind stucents that articles should havea title, as they do in magazines and newspapers. ‘+ Have a class discussion about which of the titles would be most suitable for the model article in exercise 3, asking for students to justify their suggestions with examples from the article » Exercise 5 ‘Aim: to correct mistakes in a model article ‘Ase students to read the model article in exercise 3 again. ‘© Explain thatthe writer has made one mistake in each paragraph, + Students then work individually or with a partner to underline the mistakes * lit answers, asking students to read you the corrected paragraphs. > Exercise 6 ‘Aim: to prepare students for the writing task * Before students begin these exercises remind them of the importance of identifying what they are writing about and who they are werting for ‘+ Ask them to look at the writing task and to tel you the subject that they willbe writing about. * Aske Wil you be writing about the weather in your country or the problems that the weather causes? (the problems that the ‘weather causes) 1 Then ask Will you be writing an article or an informal letter? (anarticle) «Then ast Should you give your arte a tite? (yes) * Elicit who is going to be reading the article. » Exercise 7 ‘Aim: to encourage students to plan their writing * This exercise is designed to encourage students to use their imagination and to think’around' the subject. Unit G * Ask students to look at the questions and to make notes in their notebooks. * Remind them that they should be answering the questions with ‘one or two sentences * Go round the class monitoring or helping where necessary * Atthe end ofthe exercise, ask individual students to read out their ideas. * Encourage students to rake a note of any good ideas they hear from other students. * Hf you have time, check that all students have completed the questions with appropriate information. » Exercise 8 ‘Aim: to give students the opportunity to produce an article © This exercise can be done in class or set for homework. ‘© Remind students of the importance of starting their article with ‘a question, of using a conversational style and of answering the ‘question by including the information from their notes in exercise 7. » Exercise 9 ‘Aim: to encourage students to check their written work ‘© Draw students’ attention to the checklist. '* When they have finished writing, ask them to read each statement and to tick each one that is true for them, * Ask ther to make sure that they have ticked all of the boxes before handing the'r article in to be marked + You might consider refusing to mark any article that does not meet all the criteria in the checklist and asking the student to revert. ‘Additional tas + In order to monitor whether students have checked their work careflly,you could ask them to underine in pencil paces in their articles where they have ‘used an informal style’ for example '* Alternatively invite individual students to read parts of their ticle to the rest ofthe cass or get students to exchange articles with each other and to check each other's articles for mistakes before handing them in Aim: to review the unit and to practise scanning for specific information « Students now have the opportunity to go back through the unit to deck hy have ear « te whole das the questions fom Leak bak 1 Gc arewers fom dferent stars '* Encourage students to scan the unit to find any information they can't remember. <6Show you know! units 5-6 1 18 2c 3D 4c 5B 6A TA BA 9D 108 2 Lrealty 2argument 3 information 4 entertainment, entertainer 5 knowledge 6 decision T relationship B advice, advisor (alo spelled ‘adviser’) 3 ‘isnt she 2 wasn't it Bisn't there 4 hasnt he 5 will ou 6 shall we T doesn't she 4 upset 2 pass 3 seen 4 nervous 5 spends <62>Show you know! units 5-6 5 (2 marks for each correct answer) 1 was damaged by 2 was being buit is thought to be 4 have been taken 5 will probably be won by ‘6 has been told 7 were each given 6 1 get on 2 put on 3 grows on 4 tur on / put on 5 carry on/ goon 6 pick on 7 1 global 2 hail 3 chat show 4 forecast 5 presenter 6 meteorologist 7 amateur B heatwave 9 realise 10 blizard 63>A Matter of Taste ers Grammar: reported speech / indirect questions Lexis: topic vocabulary / phrasal verbs with ‘out / coliocations (cooking) ‘Writing skills: using prompts Pronunciation: /k/, /g/ and /q/ CE skills: Reading Part 2; Uistening Part 3; ‘Speaking Part 3; Use of English Part 2; ‘Writing Part 1 (formal letter/email) © The phrase o matter of taste means that our preferences for ‘most things. from food to furniture, are a matter of personal preference, eg | wouldn't lke to have that painting on my wal, but! suppose it's just a matter of taste. Here it refers to our preferences for certain foods. © Write the phrase @ matter of taste on the board. © Ask students what they think the tile refers to, ‘© Explain the meaning of the phrase a matter of taste ** Write the example sentence given above on the board, © Blicit suggestions as to what the unit might be about, OT] ‘a matter of taste | wouldn't like to have that painting on my wall, but | suppose it's just a matter of taste, ITE) ‘Aim: to introduce the topics that will be covered in the unit, * Read the Look ahead box aloud to your students or ask a student to read it. ‘© Ack students to tell you what they think the traditional dishes | of their own country are «© Encourage students to tak about whether they have tried dishes from other countries, cog ‘Aim: to introduce the topic of food and drink through personal responses © Ask students to work in pairs to talk about the questions in the Student's Book, © Go round the class monitoring and helping where necessary. * Ifyou prefer, conduct a brief discussion involving the whole class by reading the questions and inviting different students to ive their answers, — ‘him: to read for gist + Shuler ae row ging to read a raguine are. gh by asking her to lok atthe Ole of te ride andgredet what mit be abo Get iess © patter red teria Ts i br aay rs cas Sc wit ret us Bali eed toad different sections aloud to the rest of the class ** Remind students that at this stage they do not need to Understand all of the vocabulary as items will be covered in & Word Box section. © Blicit answers from a few students as to whether their answers: ‘to the questions in the Start thinking! section were correct Background information © The thle ‘Chips with everything! refers tothe fact that ifyou have chip with everything it means thot you have ne imagination when it comes to cooking Sees ® In order to check your students" ability to scan for specific information from the article, elicit the answers to the questions below. © Remind students that they don't have to reread large parts of the article but should look for clues or key words that might help them find the answer. The key words have been ndertined in each sentence in case students need help. 1 When did Peruvons stort growing potatoes? (over 2000 years 2 Which other vegetables were inreduced int Europe in the 16 centun? (tomatoes and sweet potatoes) 3 Who wrote about chips m 18592 (Charles Dickens) ‘4 Which people eat over 20 milion tonnes of chips a year (the Americans) 5 What was the nome of the man who mad the fst crisps? (George Crum) <64>A Matter of Taste > Exercise 2 Bim: to practise grammatical referencing * Ask students to quicky scan the text to find the words sted in numbers |-4 and to underiine them * Remind them thatthe position of a word within 2 sentence can ‘often help them to understand the meaning or the function of the word * Ask them to tell you what the sentence They werent ike the ‘ones we know todoy (before the second gx) is taking about. (potatoes) * Ack students what They and the ones in this sentence refer to (Ihey refers tothe potatoes the people in Peru had and the nes refers to the potatoes we have today) *.Go through the rest ofthe words inthe same way. asking students to tel ou what the words refer to * Remind students that these grammatical markers can often help them to identify the missing sentence 1 potatoes 2 ober vegetables 3 the astomer ‘4 your friends > Exercise 3 ‘Rim: to recognise grammatical references and practise an exarn= type task * Before the students do this exercise, remind them of the best way to approach it so that they become familiar with exam technique. '* Ask them to read sentence A. Elicit which word or phrase apright act as a clue to which paragraph the sentence fits. (He) *® Remind students that they need to look for information before or after the gap where a man (He) mentions frying chips of potato in one of his books. * Remind them of the importance of looking for grammatical markers. (eg relative and personal pronouns, defining and on-defining clauses and determiners) * Elicit the answer but do not negate or acknowledge it at this sage. #* Encourage students to approach each of the sentences in the same way. '* Remind students of the importance of underlining the words which helped them find the answer within the passage, as this makes it much quicker and easier for them to be able to justify their answers in class and check their work in the exam. '= Finally remind them that there is one extra sentence which they do not need to use * Ack students to work individually or with a partnerto do the exercise '* Elcit answers, asking students to indicate the words or phrases which helped them choose the answer: Unit 1G: ‘They are everywhere eaten by everyone with pracbealy every ‘meal We seem to lve potctoes however they or cooked!” They weren't like the ones we know today’“The orginal potatoes..." People generally dh ke the potato They were gven to saves ‘nd prisoners because they were so cheap’ "He planted them in the royal gardens." Ordnory people stoke them and planted them in ther own gardens” The fist mention of “hips” in England is by the writer Charles Dickens in 1859."He mentions “chips of pototo” fed .. "When they arived. he sad they werent thin enoughHe kept sending them bock to be cooked agai” 2D: types of ood (ach: chs) are especialy wel ed ‘him: to introduce new vocabulary © First, ask students to read the sentences. ‘* Remind them of the importance of deciding before they complete the sentences whether they need to look for a noun, adjective or verb in the article. © Ask students to work individually or with a partner to do the exercise © Blicit answers. © Ask students if there were any other words in the article which they didn't know the meaning of © Remind them to make a note of the words and to look th up in a dictionary before the start of the next lesson © Ask students if they enjoyed reading the article and whether they learnt anything from it or not and get them to justify their answers 1 fied 2 fovour 3 chips, French fries 4 crsps chips 5 sice 6 jcket potato 7 biter Coen * Ask students to choose five words from the Word Bax and to write a short paragraph using those words, Suggested Homework «65>A Matter of Taste Grammar clinic » Exercise 1 ‘him: to review reported speech * Before students do the exercises on this page, ask them to study pages 173-175 of the Grammar database, either in cass or at home before the lesson starts. ‘The first exercise refers back to the reading passage so that students can see the grammar in question being used in context. ‘© Read the sentence and ask students to tell you which tense i being used. (past simple) ‘© Ack students to tell you exactly what the person said. '* Encourage students to justify their answer by telling you that we Usually have to change the tense i the reporting verb is in the past. 1B: Past simple ft reported speech is present simple in dct speech » Exercise 2 ‘© Write this sentence on the board: The sausages are burnt! my ‘mum said * Ask a volunteer to come up to the board and revrrite the sentence using reported speech. (My mum said the sausages were burnt.) ' Ask students to explain what kind of changes have to be made in reported speech. ‘© Write this sentence on the board: My cousin asked me what, had | bought fram the record shop. © Ask students to tell you whether the sentence is correct or incorrect. (My cousin asked me what I had bought from the record shop) ‘© Remind students that with wh- questions (what who, etc), we repeat the question word and change the tense and the word order 1 Ask students to work individually or with a partner «© Elicit answers, asking for grammatical justification. 16 2b 30 4b ‘The sausages are bunt! my mum said. My cousin asked me what had | bought from the record shop. » Exercise 3 ‘Aim: to practise changing direct speech to reported speech * Before students attempt this task write these sentences on the boar: 1 saw Jon here lastnight’ Pi said and Phi said he had seen John hee lat ight * Ask students to explain to you what is wrong with the second sentence. (words which refer to time and place also need changing) © ilcit the correct answer: (Phil said that he had seen john there the night before previous right) * Before students do the exercise, go through the frst sentence together * Aste What tense is being used? (past simple) * Aske What does past simple become in reported speech? (past perfect simple) Unit '* Aske Are there any other references to time or place which reed changing? (yes — last night becomes the night before or the previous night) © Remind students to repeat this process with every question. * Students then work individually or with a partner to do the: exercise * Elicit answers 4 George suid tha cey had eaten in o great restaurant the night before the prenous right 2 Mr Brown said that he would have chicken and another gas of wine. 3 Tom father told him not to put his kife in his mouth, 46 My fiend asked me if wes having chips. 5 She asked her husband what he had cooked for dinner. “1 saw John here last night’ Phil sai Phil said he had seen John here lastnight] > Exercise 4 ‘Aim: to match reporting verbs to the correct meaning ‘© Remind students of the importance of identifying which verb is the reporting verb, © Ask students to work individually or with a partner to do the werise * Elcit answers. 1b 2d 3e 4 50 4 > Bxercise 5 to practise using reporting verbs * Before students complete the sentences go through the fist sentence together. * Tell tiem to ignore the missing verb for the moment. ‘Ase What tense is being usec? (present simple) ‘Ask What dees present simple became in reported speech? (past simple) Adc Are there any other references to time or place which need changing? (n0) * Aske Which reporting wor fom the box fs the context ofthe sentence best? (claimed) * Remind students to repeat this process with every question * Ack students to work individually or with a partner * Elicit answers 1 The owner claimed that they served the best food in town, | 2 She admited eating the coke in the fide. i 3 Soly refused to caok her husband's dinner while he watchedTV. 4 Olver denied ceinking ol ofthe orange juice. | 5 Ron suggested all of us meet / we all meet outside BurgerBar at nine. Suggested Homework +66‘A Matter of Taste » Exercise 1 to focus on cooking vocabulary * This exercise i probably best done as a whole classftime allows however, divide the class into small groups and encourage them to use a dictionary in order to find the meaning of any Lsknown ways of cooking before they begin the exercise * Ask students to work individually or witha partner to do the veri. + Eict answers * Point out to students: bake = cook inthe oven in dry heat (ake, bread etc)/roast = cook inthe oven in oil (meat. vegetables, etc) Web 36 4c 5a '* Draw a five-colurnn table on the board * Write the headings fry bol boke, gil, roost atthe top of each column * Ar the side of the table write the following words sausages, bread rls, « chocolate cake, an egg, potatoes chips, a chicken, a lamb chop, bacon, pasta, moussaka, pizza * vit individual students to come up and write the word on the board under the appropriate heading(). ‘> Remind students that some of the words can ft under more than one heading * Eicit any other foods that the students can think of an egg chips, chicken 2 lamb chop and bacon could al be An egg, potatoes ond pasta could all be boled. Bread ro, 0 cake, potatoes, moussoka and pizza could al be baked. chicken « lamb chop, bacon and a pizza could ll be gril. potatoes a chicken and a lamb chop could al be roasted. » Exercise 2 Rim: to further develop cooking vocabulary * Ack students to read through the passage and tell you what the 5 of tis, (what cookery books are) * Ack them to read again. this time using the words given to complete the passage, = Remind students to reread the passage when they have ‘completed it to check for sense, # Ack students to work individually or with a partner to do the exercise. * Sicit answers. *= Encourage students to make a note of any new words or phrases that they learn in their notebooks. A chefs 2 mecpes 3 dishes ‘ingredients 5 row 6 dairy 7 saucepan B cooker 9 meal 10 snack Errors to Watch Out For Students often make mistakes withthe words ‘cooker’ and ‘chef, saying things ke ‘My uncle is a great cooker’ Remind them that a ‘cooker is ‘a machine which cooks food. A ‘cook's @ person who cooks fora ving (or who cooks at home for pleasure) but who isn't usually professional qualfed: compare. for example: ohn works as @ coak in the pub down the road! and ‘My mum is a really great cook’ A ‘chefis ‘a_person with a formal qualification in cooking, ‘aly has started taining to be a chef? » Exercise 3 ‘him: to develop vocabulary for describing diferent tastes * This exercise is probably best done as a whole class. * Ask students to think about the flavour and smel ofthe foods and to choose the best adjective to describe them, * Elcit answers * Ask students to name other kinds of food that might be described inthe same way. biter 2 sour 3 saty’ A sweet 5 spicy > Exercise 4 ‘him: to introduce phrasal verbs with out * Point out to students that phrasal verbs that share the same particle (up, down out, etc) sometimes have meanings that have something in common. All the verbs here use out and they all have something to do with things stopping or disappearing * Students then work individually to complete the sentences, Elicit answers * Encourage students to make a note of the different meanings of phrasal verbs in their notebooks. Af 2b 3g 40 5e 6 7d Exercise 5 to match collocations connected to cooking ‘Ack students to look at the words and to try and match them ‘to make phrases. ‘Students then work individually or in pairs to make phrases. * Elcit answers. 1d 2¢ 3b be 50 Sees * Ask students to write example sentences for the phrases in ‘their notebooks but to delete the phrase. * Students then swap their sentences with a partner who must fil inthe missing collocation, 67>A Matter of Taste » Exercise 1 ‘Aim: to introduce the listening task and to identify speakers '* Ask students to read through the sentences ‘Ask students to predict what they might hear each ofthe four speakers talk about. '* Ask: What kind of things might the owner ofa restaurant tok about? (the expenses of running a business, meeting customers, why they started up the restaurant, etc) ' Play the lstering text. ' Blicit answers, asking students to justify their answers by paraphrasing what they heard, > Exercise 2 ‘him: to practise listening for opinion * Students now listen to the same four people talking This time they need to choose which opinion each person expresses, « First, remind students of the best way to approach itso that they become famiiar with exam technique. ‘+ Remind them of the importance of listening for synonyms. * Ask: What word or phrases might someone use if he was taking ‘about being eft to work in his own way? (These might ince: on ‘my own, alone, get on with it not bothered by others do things in ‘ny own woy, etc.) © Ask students to read through the sentences A-E. Remind them that there is an extra sentence which they will not need to use, * Encourage students to do the same for sentences BE in pairs. * Elicit their suggestions. ‘© Remind them that they will hear the piece twice. The first time they listen they should fll in any answers they hear and the second time they listen they should check their answers. * Pay the listening text. ‘* Blicit answers, asking students to justify their answers by paraphrasing what they heard, Unit @ > Soundbite ‘Aim: to practise listening for the sounds MK, /g/ and // * Students now listen for words which have similar endings and end with either /k/, /g/ and /n/. * Explain that they will hear someone say four words which all end differently. * Pray the beginning of the listening text. ‘Ask individual students to repeat the words that they have heard, paying particular attention to the endings. * Students will now hear four sets of three words with a different ending ‘Remind them that they must decide in which order they heard the words and write the letters ato c next to the appropriate word, « Play the rest ofthe listening text * Eli the answers, checking pronunciation » Exercise 1 ‘Rim: to present useful phrases for agreeing and disagreeing * First write this sentence on the boar: | am agreeing with you bout that ‘Ask students to tell you what is wrong with the sentence. (agree is a stative verb and isn't normally used in the continuous form) © Elicit other ways of agreeing or disagreeing with someone that ‘the students know and write these on the board, * Students then work individually orn pairs to make phrases. * Elicit answers, | am agreeing with you about that. Errors to Watch Out For Students often make the mistake of soying am agree (or agreeing) with you. and "You hove ight" Remind students that they should learn the phrases ffam exercise | by heart and use these corey > Exercise 2 ‘him: to practise agreeing and disagreeing through an exarntype task * Before students do this exercise ask them to study the ‘Speaking database on page 158. ‘© Remind students that the questions they should answer will be printed above the pictures. * Divide the class into pairs. * Remind students that they should use the prompts numbered [-5 from exercise |. * Encourage them to use other ways of agreeing and disagreeing ‘that they know to tak about the pictures, * Remind them that they should try to allow time at the end to, select bu vivives whi Urey will suggest Us Ure aie * Go round the class monitoring and helping where necessary. * Get each pair to report back to the group. <68>‘A Matter of Taste EEGs a BEE Arse os cern on 0S aS Suny page 75.176 of te Gran dota eer ns Biot token the lean sar Bie asour casi: Faty ino are fr cxchn et Rr coassren steed cia Gume relia satel paper nice tat mates predictor) ae sanires toed ate ec qoesie wba ee eee ey Be cnr sig fo gratia baton ‘a: We don't use question word order inthe second part of the sentence. DF: Some indirect questions need a question mark at the end and some don't > Exercise 2 ‘Aim: to practise asking indirect questions © Before students attempt this task write this sentence on the board: | wonder could you tell me who invented the fortune cookie?” ‘Elicit what is wrong with the sentence. (When the direct {question is a yes/no question, we use if or whether and don't need question word order in the indirect question. Also, sentences which start with I wonder don't need a question mark) +* Blict the correct answer (! wonder whether you could tell me who invented the fortune cookie) + Then. write this sentence on the board: Could you tel is the price ofthis jacket. *# Ask students to tell you the what is wrong with the sentence. * Elicit that we use an introductory phrase (Could you tll me ...) followed by the normal word order (... what the price of this jacket is). Also, sentences which start with Could you tl! me ‘need a question mark. ‘© Remind students that they need to use the word given in each Of their sentences, « Students then work individually or with a partner to complete the exercise * Blcit answers. me whot 1 wonder if you coud tell me whether you tke Chinese food 2 Could you tell me iffhether you hove ever been to China? 3.Do you know the captal of Chn?what the capital of China is? 41 would ike to know how much a fortune cookie costs. 5 Could you tell me where the nearest Chinese restaurant is? | wonder could you tell me who invented the fortune cookie? Could you tell me what isthe price of this jacket. > Exercise 3 ‘him: to practise using prepositions * Before students attempt this task remind them that phrases which come before or follow a gap often act as clues. ‘© Ask students to look at the prepositions in the box. © Do the first one together Unit @ «Students then work individually or with a partner to complete the exercise « Clct answers. ‘* Remind students to make a note in their notebooks of any prepositional phrases that they have learnt in this exercise book 26H SAE %on S cbout Gin 7 at dung Bt > Exercise 4 ‘Aim: to answer direct and indirect questions * Students now read a passage which contains the answers to the direct and indirect questions in exercise | ‘© Ask students to read through the passage and tell you what the gist ofits. (what fortune cookies are and where they come from) ‘Ask individual students the indirect questions from exercise | « Blicit answers, asking students to paraphrase what they have read in the passage. ‘A fortune cookie is @ smal cuit whichis adkconaly served ct the ‘end of meal in a Chinese restaurant Fortune cookies have apiece of paper inside them, which as your forme writen oni The fortune cook was invented in China in the (3th century > Exercise 5 ‘Aim: to practise an exam-type task * Students now do a gap-fll which is designed to practise what they have learnt from exercises 2 and 3. ‘Explain that at this stage itis not important to understand all oF the words, but draw students’ attention to clues before and after the gaps. (eg prepositions articles, personal pronouns and determiners) ‘© Remind students that when they have completed the exercise they should read it through again to check for sense. ‘* Remind students that they should write only one word in each gap. and that each word should be in capital letters. '* Students then work individually or with a partner to complete the exercise * Elicit answers. ABOUT 2IFIWHETHER 3AT GON SIN 6 BACK TON 810 90N 10AT/DURING Suggested Homework <69>A Matter of Taste [Writing ed » Exercise 1 ‘him: to introduce the topic of formal letters/emails and develop awareness of style * First ask students to study page 150 of the Writer's database, either in class or at home before the lesson starts. © Ask students to read the writing task and to tell you who the email should be written to (a chef who works at a local restaurant) © Ask students what the purpose of the emai. (to give the chef more information about an interview) © Elcit why the email is formal (because you are writing to someone that you don't know) a * Encourage students to think about the kind of information that ‘they must include in their email (tell Denise the questions she will be asked in the interviews, suggest the morning of either the 12th or 13th Mareh;ask her if she can bring examples of easy food for children to prepare; ask her if we can take some photographs of her etc) * Remind them that they need to look at their notes and include all the information in their email * Encourage students to make a paragraph plan before they start writing an ema, with at least one piece of information that they would include in each paragraph, > Exercise 2 ‘him: to provide a model answer for students to refer to ® Remind students that for exam purposes, an email simply means a letter sent electronically and that they should not use abbreviations such as'CU; ete, in their emails * Students now read the model answer to the question in exercise | '* Ask them to read the email through once, '* Then ask them to read it again quickly and to underline all the indirect questions that the writer has used. '* Encourage students to give their opinion on whether this is a good email, whether it answers the question correctly and ‘whether the writer has included all ofthe information she should have. (Yes ~ this email would be given a high mark in the eam) » Exercise 3 ‘him: to read to identify indirect questions * Before students attempt this tsk ask them to read questions |-4, '* Ask students to read the model answer in exercise 2 again and Undertine where Maria has mentioned those points * Elicit answers ‘Ask students which of the sentences are indirect questions. © Blicit answer: (1.2.3) © Remind students that in formal letters/emais tis more polite to use indirect questions and that they should try to avoid asking direct questions where possible. <70> Dear Mrs Jordan, | work for my school magazine, Taking in Class. Our ecitor has ‘asked me f0 give you more information about the interview you hove agreed to do. ‘We are very interested in your new series. Would you mind if we cosked you o few questions about i (1) We would also ike to ask (2) Loader i' you would be avilable on either the rwelith or the thiseenth of March, The inerview would take place at about ten (lock in the morning, because of the schoo! timetable ‘Your new series is about learning to cook easy dishes. (3) Lwander ‘you could bung some examples to show us what you mean, (4) Would you mind if we took photographs during the interven? Please contact me ifyou need more information. Yours sincerely, Mora ZervoA Matter of Taste » Exercise 4 ‘Aim: to prepare students for the writing task * Before students begin these exercises, remind them of the importance of identifying who they are writing to. ‘© Ask them to look at the writing task and to tell you who they will be writing to. ‘Aske Will you be writing to a person you know or don't know? erson | don't know) * Aske Will you be writing to give more information or to ask for more information? (to give more information) Then ask Do you need to include ail ofthe information ffom your notes? (yes) > Exercise 5 ‘Rim: to encourage students to plan their writing * This exercise is designed to encourage students to use their imagination and to make sure that all students have enough ideas before they start writing, ** Remind students that careful planning will improve their emails ‘Ack students to look at the questions and to make notes in their notebooks. * Remindithem that they should be answering the questions with cone or two sentences * Go round the class monitoring or helping where necessary * At the end of the exercise, ask individual students to read out their ideas. * IF you have time, check that all students have completed the questions with appropriate information. Students should start their email with ‘Dear Mr Murphy’ They should ‘end their email with Yours sincerely followed by thet first and last names. All over answers wil fer fom student to student. > Exercise 6 ‘Aim: to give students the opportunity to produce a formal email ‘This exercise can in done in class or set for homework '* Remind students of the importance of using indirect questions and of answering the question by including all the information from their notes. # Ask students to write their email to Peter Murphy. to check their written work * Draw students’ attention to the checklist ‘© When they have finished writing ask them to read each statement and to tick each one that is true for them. ‘© Ack them to make sure that they have ticked all of the boxes before handing their email in to be marked ‘= You might consider refusing to mark any email that does not meet all the criteria in the checklist and asking the student. torewrite, Unit * Alternatively invite individual students to read parts of their ‘email to the rest ofthe class or get students to exchange emails with each other and to check each other's emails for mistakes before handing them in, Tertareeny tne CEs ee EAT Oe information Teiciae rw hace ULI papier, Acheeke dete sin St OARISD Brewis) totais Eas NTs SATE GET hcl any brio they entnoner Lin (853 2 chips 3isour 470 5 in 1849 EXTENT * In order to monitor whether students have checked their work carefully you could ask them to underline in pencil places in their emails where they have ‘used indirect questions’, for example. «71>Out and About © Grammar: infinitves and sng forms / prefer, would rather, had better Lexis: topic vocabulary / word formation (irregular forms) / metaphors (ife) Reading skills: text type and function Listening skills: listening for spectc information "Speaking skills: giving examples Writing skills: using set phrases Pronunciation: /s/ and /2/ FCE skills: Reading Part 3; Listening Part 2; Speaking Part 4; Use of English Part 4; ‘Writing Part2 (letter of application) * The phrase out and about means out of the house, traveling around, eg My grandma's quite od so she doesn’ get out and ‘about much these days. © White the phrase out and about on the board. «© Ask students what they think the title refers to. © Explain the meaning of the phrase out and about. ‘© Write the example sentence given above on the board. ‘ict suggestions as to what the unit might be about coda i panied Tigi Od st a Gere pleated. gts Rims to rious We pksiha wa be coered ine + Reade Look aod bo dud ta your auders or ska 2 Ee WISE RES ST esa pete Chieon «+ Enceurage student to tak about the hofdys that they have aoanee EIR ‘Aim: to introduce the topic of travel and tourism through personal responses ‘© Ask students to work in pairs to talk about the questions in the Student's Book. '* Go round the class monitoring and helping where necessary. * If you prefer, conduct a brief discussion involving the whole class by reading the questions and inviting different students to give their answers Exercise 1 ‘him: to read to understand gist © Students are now going to read a magazine article. Begin by asking them to look at the title of the article and predict what it might be about. * Elicit ideas, * Ask students to read the article. This can be done individually or as a class activity with diferent students being asked to read different sections aloud to the rest of the class. ‘© Remind students that at this stage they do not need to understand all of the vocabulary as iterns will be covered in the Unit @ * Blicit answers from a few students as to which holiday sounds ‘most interesting and why. © Wich were ere pical gab hikari ol postcards which te send whe on hoky. * Farm holidays are quite popu nBritn with young fame. The fl fos ton eccarencd od tfc Spore th ood pti yi is iy rt Weld Thy ep suitable for citren and adits who ke the countryside ‘Additional t ' In order to check your students ability to scan for specific information, ect the answers to the questions below, * Remind students that they don't have to reread large parts of ‘the passage but should look for clues or key words that might help them find the answer The key words have been underlined in each sentence. 1. Who went on olay for 10 ca? (Amy Barker) 2 Who thought ther holiday woukd be peat far young cikken? (Hanna Bridgeman) i 3 Who went on an adventures holiday? (Rebecca Key) 4 Who had been to their destination before? (Ryan Fletcher) | 5 Who had to travel fr only an haur to get to their destination? (Simon Watson) » Exercise 2 ‘Aim: to encourage students to think about text type and function ‘Ase students to read the questions I-3 and answer them vwithout looking back at the passage * Elicit answers, asking for justification. 192636 4 <72>Out and About > Exercise 3 1 seffcotering Aim: to give students practice in an exam-type task 2 brochure * Before the students do ths exercise, remind them of the best 3 resort way to approach itso that they become familar with exam 4 jetog technique 5 destination + Remind them of the importance of looking for key words or 6 stopover phrases which are synonymous oF similar in meaning to the 7 Adventure haky words in the question. 8 abrood * Remind them, too, ofthe importance of underining where they 9 souvenir found the answer within the passage, as this makes it much Quicker and easier for them to be able to justify their answers in ‘Additional task lass and check their work in the exam ‘© Ack students to choose five words from the Word Bex and to * Finally, remind them that they can choose some of the jumble up the letters to create an anagram, teenagers’ reports more than once and that some questions _® Students then swap their anagrams with a partner who must nave more than one answer ‘ry to find the word. * Ask students to work individually or with a partner * Elicit answers, asking for justification from the passage. Remind har of te trp of dei bette they lhtievscdec bom pags etre ors Ray ova Berroco te ee wich they cr ro te aring of Farin tar vo ira re ofthe worden atbahert Upin a etorary before the srt ofthe ne [ik sere ey enjoyed renin the teenager reports aid cued ace seg Worn te Shak BS eres «73>Out and About » Exercise 1 ‘Aim: to focus on fll infritives and ~ing forms * First, ask students to study page 176 of the Grammar database, ether in class or at home before the lesson starts. The first exercise refers back to the reading passage so that students can see the grammar in question being used in context. * Ask students to read the sentences and look back at the article and undertine the verbs which are followed by the full infinitive cr the -ing form. > Exercise 2 ‘Rim: to practise using full nfntves and -ing forms © Go through the first sentence together: ‘© Tell them to ignore the missing verb for the moment. ‘© Ack what the gist ofthe sentence i. (We don't have enough money for a holiday this year) ‘© Ask Do we soy ‘ford to do something’ or afford doing something? (offord to do) ‘+ Ask students to work individually or with a partner. Blt answers = Remind students to make a note of the verbs which are followed by the fll infinitive and those followed by -ing and learn them by heart. Sag aiken Sw meet 6 be: Errors to Watch Out For ‘Students often make the mistake of thinking that the verb ‘suggest’ is flowed byte fl fine. Draw students’ tent to tem 7 exercise 2,emphasng what srucures ae posse afer suggest‘a roursan “nfm (possby with o possess pronoun} that douse (poss with sul). » Exercise 3 ‘Aim: to practise using ful infntives and «ing forms *# Go through the fist one together. ‘Tell them to ignore the missing words for the moment. ‘Ask Which verb is followed by another verb? (imagine, folowed by see) ‘Ase Do we say imagine to do something’ or imagine doing something’? (enogine doing something) + Remind students to go through this process of asking themselves questions about the sentence before they complete the notes Remind them, too. that there might be more than one verb in a sentence which they wil need to change. «Students then work individually or with a partner « Blcit answers. Draw students’ attention to item 6 in particular where three verbs appear ina row, refs followed by the full infinitive and consider followed by the -ing form. <74> <2 t goes dow behind the Pyramids 0 0 Peis eee ers to be very a BIE gh phcces whearn lot of eg gs EE eam South Affica, refuses to consider going on foreign holidays. > Exercise 4 ‘Aim: to practise verbs which change their meaning when followed by the fll infitive orig form ‘© Elct from students which verbs they know which change their meaning depending on whether they are folowed by the inntve or the gerund. (remember, forget, stop. ty. goon, regret ike) ‘+ Write these sentences on the board: john worked forthe compony for 20 years and went on to become the manager and 1 told my brother to turn down his music but he went on ploying it rely loud * Ask students to tell ou the diference in meaning between the ‘two sentences (Inthe frst sentence go on means to progress ‘or develop whereas in the second sentence, go on means to continue or cary on) ‘© Remind students to go through ths process of asking themselves questions about the mearing ofthe verb before they circle the correct answer: * Students then work individualy or with a partner * Blcit answers, Tseeing to get 3 sky 4 0 pick 5 t open John worked for the company for 20 years and went on to become the manager: | told my brother to turn down his music but he went o playing it rally loudhy » Exercise 5 Aime to identify incorrect use offlinfnitves and ng forms © Students now work individually to find mistakes in a postcard, «Remind them to read though the text once, undertning those vers which they thnk are incorrect. + Encourage them to ask the nd of questions that they were asked in exercises 23 and 4 in order to establish wich form i appropriate and wy. * Students shoud then work individual to correct the verbs that they think are incorrect These sentences should be rewritten correctly i thei notebooks, © Blicit answers. ‘© Remind students that when a preposition is followed by a verb, the verb is avays inthe ig form, Dear Tam, J eeOut and About EET > Exercise 1 ‘Aim: to focus on vocabulary connected to travel and tourism * This exercise is probably best done as a whole class. If time allows however, divide the class into small groups and encourage them to use a dictionary in order to find the meaning of any unknown words * First, ask students to read through the definitions 1-9 and underline any words which might act as clues. * Elicit the clues and ask if there were any which they could do given the clues in the definition ** As an example of this you could direct students’ attention to item 4.The word checked suggests that the answer may be check in, Even if students don't know the answer searching for clues can sometimes help them to make an educated guess * Glicit answers. 11 pack “2 travel agent. 3 deporture lunge 4 check in 5 package holiday Ghalday rep 7 route 8 customs 9 sightseeing EET * Ask students if any of them have ever flown. Discuss what happens at an airport. Encourage students to use appropriate vocabulary for describing the process, You might lke to use leailets in Engish showing the layout ofa nearby airport » Exercise 2 ‘Aim: to practise using vocabulary connected to travel and tourism ‘This exercise is probably best done in pairs. * /Ask students to read through the passage and tell you what the gist ofits (the problems that someone had when they went on holiday) * Students then complete the passage with the correct form of the words from exercise | ‘* Remind students to reread the passage when they have completed it to check for sense * Ask students to work with a partner to do the exercise. * Elcit answers. | checked 2 departure lounge 3 to pack 4 trove agent § holiday rep Geustoms 7 route 8 package holdoy > Exercise 3 ‘Aim: to practise irregular forms * Before students attempt this task remind them that there are verbs, adjectives and nouns which are irregular and some which don't take regular sufixes or prefixes. * Go through the fist one together: * Ask students to read the first sentence and tell you whether they need to complete it with a noun, adjective, verb or adverb. (noun) * Blicit the noun from the adjective deep. (depth) ** Emphasise that spelling is extremely important and that words which are spelt incorrectly will be marked as wrong. * Ask students to work individually or with a partner to do the rest of the exercise * Blicit answers. Get students to spell out the words. Unit @ ‘Adepth 2 explanation 3 variety 4 choice Siheights 6 beliefs > Exercise 4 ‘Aim: to introduce students to metaphorical words and phrases used for taking about life # Ask students to look at the words in the box and tell you if they know any phrases or expressions connected with life that can be made from these words © Explain that words connected to ife are often associated with travel and journeys. We think of life as a journey. so we often Use the language of journeys to describe lie. * Remind students that they may have to change the form of a word to complete the sentences. ® Students then work individually or with a partner to complete the sentences. * Elcit answers. 1 pace 2 armived’ Srection’ & going through 5 step 6 progress Su Homework <75>Out and About » Exercise 1 ‘Aim: to listen for specif information and introduce the listening task * Students are now going to listen to a woman being asked ‘questions about a recent holiday. * Before students listen ask them to read the ist of problems and +0 predict the vocabulary and the information that they might hear * Remind them that will need to listen for four problems andl that they should write the numbers |-4 next to the problems they hear being taked about. © Play the listening text. © Elicit answers, asking students to justify their answers by paraphrasing what they heard. » Exercise 2 ‘Aim: to practise listening for specific information and to practise an exar-type task * Tell students that they are going to listen to the interview again, * Before the students do this exercise, remind them of the best way to approach it so that they become familiar with exam technique. ‘* Remind them of the importance of listening for key words or phrases which could ft the gaps. + Encourage students to complete all of the gaps. If they are not certain ofan answer they should make an educated guess. ‘Finally remind students that they only need to write a word or a short phrase. * Pray the listening text. * Walk around the class monitoring the students. * Play the listening text again if necessary. > Soundbite ‘Aim: to practise listening for the sounds /s/and /2! ** Write the phrase summer holidays on the board: Underline the letter's'in each word, Ask students if these two letters are [pronounced the same. (no — the fst i ke's'in see and the second is ike’ in zebra) «76> Unit @ * Ask students to look at the words given and to decide which of ‘the two sounds each of the underlined letters represents. * Explain to students that they will now hear someone say 2 sentence containing each word and they should tick whether ‘the word contains a /5/ sound or a /a/ sound. * Play the listening text * Bicit the answers, making sure that students pronounce the words correctly ‘summer holidays > Exercise 1 Aim: to practise giving examples * Divide the class into pairs. ‘+ Remind students that in Part 4 of the FCE interview they will need to be able to ciscuss questions with a partner connected in some way to the discussion that they had in Part 3, ‘Explain that its a good idea to justify the points they make using. ‘examples ‘Ask students to read the short passage and to work together i pairs to come up with as many phrases as they can which fit maps. * Bicit answers. » Exercise 2 ‘him: to practise an exam-type task * Before students do this exercise, ask them to study the Speaking database on page 58. * Explain to students that they are going to work in pairs Ask them to quickly read the questions and the useful phrases * Ase students 10 choose four ofthe questions from the list and to discuss their ideas with their partner ‘© Remind them to use the phrases from exercise | and the phrases given here when giving examples * Go round the class monitoring and helping, where necessary ‘If any pairs finish early. ask them to discuss the other questions given. ‘Ask students to report back to the class on what they have discussed. Encourage students to agree or disagree with each other: