Scribd Logo
Upload

Welcome to Scribd!

  • Ah 2 TB

    Uploaded by

    Merjory Kenia
    259 views180 pages

    Original Title

    AH 2 TB

    Copyright

    © © All Rights Reserved

    Available Formats

    PDF or read online from Scribd

    Did you find this document useful?

    Is this content inappropriate?

    Report this Document

    Copyright:

    © All Rights Reserved
    Download as PDF or read online from Scribd
    Flag for inappropriate content
    259 views180 pages

    Ah 2 TB

    Uploaded by

    Merjory Kenia

    Copyright:

    © All Rights Reserved
    Download as PDF or read online from Scribd
    Flag for inappropriate content
    of 180
    American TREC NEN SS ah SR RESOURCE CENTER ecess Code TEACHER \\ RESOURCE / \. CENTER, / Bee TH Cel gem sit be Bay Ru Mer ol NORE ag @ oxfordenglishtesting.com x 6 g 9 What is on the Student Practice Multi-ROM? The Student Practice Muli ROM in he Bako each Student ook has hee pats: 1 interactive grammar, vocabulary, writing and eo actives 2. Audio materia fom the video section 2. One ee oxfordenglshtsting com practic tes. Read blow oid out how stents can acces tise How do students access their online practice test? Students po to oxforsengshtesting com and choose a prac * tobe connected tthe nese tae the es. + tohavean e-mail adres to ese) To acressa practice test or the fist ime, students a 1. Pte Mult ROM int thei computer’ C dive. 2. Gk the fst option ro aces atest What do students do when they get to the website? When stents ce hs sen, the should follow steps 1-3. the screen doesnot pea, they soul flow step 4 cna asad make sede allan deta ick on Sy Geese: Register ow they are new uses. The wil fila the regain frm and ene he unlock code printed on her WaROM, Fach cade unique and looks ies: Ae 479 east. TD access the est inthe hur, students should go osfordenalisitesting con and lag in sing there and pasword merican THE WORLD'S MOST TRUSTED ENGLISH COURSE way | Teacher’s Book Se hain ape ve aren one an Yan blir vs. weno Cay Nass ND shag eo a angen tay ender Suman Sarin the Tow ane Pa ‘nF nt OAT Late meta ‘na xa ey ee A edo pin a certins [omni fuged eres otc conned sande the tes etl ser ed Top ae ese vee ms ee lie opthiseboprige err onan ee aC ‘Rite te eee sien ante ast ‘puma Sey fe arene ‘mat at cee hi nk ye eee ou ms ‘Show uss anno on sa ree cacpring| ‘hs gs ini fi he stage ed “Fini i eg cmeshl porcs RM! pete uno order ty rch Sec ‘ietenetl acl nae aces User cence iy tis betes ely wes me feb te pc een nei are ot Scheer na ea aaao =o Sie et See a en a ererlionn Fe errerereeeca eee ‘Bat sn be oo hi sen ee ‘Gamo. uue y a h aa apts 7st; 2) a _ Contents Student Book Scope and Sequence Introduction PUES. vnses - Questions ~ Using a bilingual dictionary ~ Socal expressions 1 Present tenses — have/have got ~ Collocation ~ daily life ~ Making conversation 1 cu HERE ss onses Adverbs ~ Time expressions ‘muchimany ~ somefany ~afow,aBtle,a lot of Articles ~ Shopping ~ Prices BER Verb patterns — Future forms ~ -ed-ing adjectives ~ How are you feeling? What... tke? Comparatives superlatives ~ SynonymslantonymsA long weekend ” Present Perfect — forand since - Word endings ~ Making conversation 2 Ihave 10 ~ should — must Words that go together ~At the doctor's ‘Time clauses — Hot verbs make do, take, get ~ Directions Passives ~ Verbs and nouns that go together ~ Making phone calls ‘Second conditional - might ~ Phrasal verbs Exclamations with soand such Present Perfect Continuous ~ Hot verbs Bring, tae, come, go — Social expressions 2 6 8 7 107 116 EEN Extra Ideas Units Unita Unita Unie 1 135 27 128 129 Stop and Checks Progress Tests Photocopiables Answer Key Grammar Reference Answer Key ‘Workbook Answer Key Irregular Verbs and Patterns Phonetic Symbols, 150 8 “4 49 151 162, 163 rm fen SIT 7 Fame! rua "et name Ea Fegan taexieialen Piacmaneldel’. See iri 4 eet aeeaayr Reg seins ae ee Ser ore Seer o eee reptiie ease os nN et ee | ip mise tt 8 Dos and don'ts have to ‘Words that go together “tthe doctor's: | ca i ened cana a. | desea Son” persion | Toke nsening Ste een eee etre tae i a rr ce illnesses p. 65. } ache aaaees ae lo 9 Gog ee vince ae So ihc am re. Reeder seen bates a get ready p68 r ieee ly Sones 10 Things that ee Clase Cian ilo: atcha © ah aoe ees | Tecate ae ee pen a anean sue We itt ons kel Pere eer ae 0 aera ee ee oe 1 What f.? Seadoo eiesee Trieiesi wii | ae i oe Tear rat wisn fe Artec ps Peer rateem “Lata md wien a alison A Recoea n mre | oe | rfp oer best nea cceccmraa Tarte hig soap bligeaient 12 Tog yor Bee “tetera! “SET | Pa ae ee eae ener | Hes one mas 9.50 leo gf ae ae st ‘Audio Seripts p.1n Grammar Reference 9.122 Pairworkand Extra Materials p.137 ut “Davin Moody, Drama Queen” ‘Sepa east ne 1 LISTENING "chs Haat ave hey Ean Ming does ral play itervewing band Priest id an are tout ‘Toe peso ad he Con ‘Abia = Paagrphing “ja et bos angi = ve pope wh be rome Ahegene pp ie Ba vies ptes Gene —aoh le pny pure al len Fabs Tate and ema Foral td lena expen Tae lan — a ogni ad shou hand ‘Syd el oe ands pat “Gagnon aio Progam about pple who omar tunel po ae play — ht ily do Diet fra fio rota ean ng Saat pe icing pos and ons Foe ‘nda avg a pw "dca won vet at changed tieworll" “DNA sod Googe Gem) nh “hight ely annoy me on mee wee eee cote “Sypeano™ the ‘Wiel Ime won ‘Yoru atonal ue ‘ees ‘aceon Meee ‘poli dco rake Giggs ber er fee — eel abuts ne rer and daogher 9 ‘song ou Came Boke scaring ifrmaton = Seven 9.32 [inking es — Wore at omen a sl, ‘nr ‘Word List p14? Irregular Verbs and Verb Patterns ». ss Phonetic Symbols pst Introduction Welcome to American Headway ~ Second Edition American Headway, Seco Eicon isa multilevel, four. shill eres for adults and young aduls who want to use ‘American English both aecuraelyand fuenly. The revised Second Fdtion consists of levels that ake students, including tue beginner, up through the intermediate and vanced level, ‘American Headway, Second Bain combines the best of traditional teaching methods with more recent approaches ‘fo makethelearing of English stimulating, motivating, and eflecsive, The series enables stents to analyze the ‘ystems of language in context ait exposes them to ‘ety of challenging an interesting types of text. Students se encouraged to prodiace accurate and level- appropiate Tanguage, and tobring their ov peraoal experiences ad ‘eelings tothe letaing conte ach evel of American Headway, Seco Ho contains approximately 80 to 120 hours of classroom mater ‘Teaching time can be extended well beyond this by using the exe activities in the new Teacher Resource Cater, ‘Teacher's Book, Workbook, and onthe Student Practice Mult: ROM. Each Stadent Book unitin American Headway, Second Edition consists ofthe fllowing sections Starter ‘The Starters quick ctiviy that launches the unit and is relate to either the topic or the target Inguage Presentation [A Presentation section follows the Starter. [thas 2 personalized heading for example, What can you de?) Followed by a definition ofthe language tem being studied (eg, cancan'), Within each Presentation section, a Grammar Spr gues stadents to an understanding ofthe target language with questions, charts, and min-tas “There i ually a referral tothe Grammar Reforenceat the back ofthe Student Book. (The Grammar References Inended for sl study, although teachers might choose to havestudens rete to it briefy during cls.) il Introduction Practice ‘The Practice section provides a wide variety of engaging exercise types, such 5 matching fil-in-the bla, survey ‘role-play, and information-gap activities, Student attention |s focused dicey onthe target langage and related language areas in exercises abled Check it, Americas Hadas, Second Eton features a mix of practice ative, both contilled ad fee, personal ad imperson stils Reading and listening are always taught together with speaking Reading and stening texts feature pre-actvites ‘o arouse students interest and curiosity, an together ‘inking pd talking about what they aight read o Fisten to. A variety of comprehension activites give students dea reading of itoring tase, Follow-up ate invite ‘aden fo personalize the topic and canbe anything fom {short discussion to projet work Vocabulary Vocabulary iter tlates othe topic ofthe text, oF is tied inthe ext. variety of vocablry exerci sypes provi lexical input, encourage good learning habits and ‘work on the sysems of vocabulary, sch 35 collocations, prefixes, and sixes. Everyday English ‘An Everyday Emit section ithe off the unit and focuses on high-asige finetiona, stations, oscil language Reading an listening texts “The vast majority ofthe texts are new. Teachers can get tired of using the same teats yea after year, so the topics in this ection have been updated. Sometimes a parallel text on the same topic was found, and sometimes anew topic ands new text were selected, Speaking Patterns of sounds and chythmsinspech vary depending lon accent, register, the message sentence length, [Nevertheless thi eition ofr students more guidance in this arcs oftheir English pronunciation. This hasbeen done by introducing a nev feature called Music of English, Masicof English focuses on word and sentence tres, word: linking, and intonation patterns in high-frequency everyday expressions It reminds teachers and students olisten for and practical the elements of spoken English, The accompanying recording exaggerate intonation, tres, nd ‘word-linking to help todents hear and follow the patterns Students, ia tar, should alo aim to exaggerate the pateras in practic exercises. Some students wll struggle mote han others with pronunciation and Musi of English However, with plenty bof encouragement andthe higher incidence of practice given to these elements of spoken English in American Headway, Second Edition, student! awareness and subsequent delivery ‘of spoken English should gradually improve, Wiring ‘The Writing section nove appears separately tthe back, ofthe Stent Book. This section provides model for students to complete adapt, and fllo in order to produce sa stsying piece of writing Each writing lesson i cued from the unit and cam be used atthe teacher's discretion ‘Grammar Reference practice exercises ‘The Grammar References been extended 0 include short practice exerctes tht test student understanding of the language areas being studied, Thee canbe used atthe teachers discretion —for homework, or in ation tothe Practice section in the uni Design “The design completely new: Itis leaner fresher and ‘more modern, Photograph and illustrations have been ‘carefully chosen not only to enhance and clarify activities, bhtaleo to inform and stimulate dents, American Headway 2 builds onthe foundation of American ‘Headway I and American Headway Stare. le presumes that stadens are now abe to manipulate language forms and Ihave developed limited receptive sill: However, students st thislovl aes unsure about basic areas of the language and ill make many mistakes, America Headway 2eevew’s and builds onthe steuctres introdued in American Heudway I by revisiting them from new angle For example, basi tenses ae reviewed I locking ot question formation Te ition, are that sare oftenconfised (eq, the resent Simple ad the Present ‘Continuous are compared and contrasted). Student Book “The Student Book contains twelve units. Each uni contains language input (Grammar, Vocabulary, and Everydey English) plus sills development (Reading, Speaking, Lsiening, and Writing). In addition, a complete Audio Scrip, pint-by-point Grammar Reference, and Word List ate atthe back of the Student Book, "The audio program for Student Book? i contained on aset ‘of three CDs, Much ofthe program is also avalaleon the Student Audio Download Centr, Exercises that have been recorded are cleat labled, Student Practice Multi-ROM An interactive Mult-ROM i included with the Stent Book. The Mu-ROM reinforces the material in the Student Book an contain interactive grammy ‘vocabulary, and writing activites, aswell as video interviews with comprehension stv, Is designed for students (0 ‘sec outside clas, and the activities can be wae for sl tly forassigned as homework. Workbook ‘The Werkook is mainly for home study, although the exerci can luo be use in esto provide extra review and consoldation. The Workbook contains further practice fal the grammar and vocabulary presented inthe Student Hook. The Workbook ao inlades sew Spotlight on Testing lessons tha help stadens prepare for sandatdzed exams. ‘The audio program forthe Workbook s contained on 2 ‘Workbook CD, which i designed for us by students on their own, Workbook exercise that have been recoded are labeled, The Audio Script atthe back of the Workbook can Also be use to complete most ask. The program isalo svallable on the Student Audio Download Center. Teacher Resource Center “The new Teacher Resource enter brings together ll clasroom presentation, practice and assessment materials in fone customizable online library. Powerpoint® presentations, ‘reproducible masters, anda vaietyof PDF, audio, video, an other media les can be tcesed anytime, anyerhere, Teacher's Book ‘The Teacher's Book details the aims ofeach unit and provides step-by-step guidance on how to utlize the cvties in each section ofthe unt. The Teacher's Book leo contains notes onthe language input (including ares of potential confusion, answers toll Student Book ‘exerci, and cultural notes. The Workbook Answer Key spd extra photocopiable material, including song, ae at the back ofthe book. The Teachers Book also contains Progress Tess and Stop and Check quizzes. Introduction i American Headway, Send Eton also includes + A Test Generator CD-ROM, containing customizable tests foreach evel +A Program Tour ofthe course + A Student Audio Download Center with si les from the Class Audio CDs, Workbook CD, and Spotlight on Testinglessons ‘Balanced Approach America Headway, Second Editon adopt balanced approach to teaching English by combining thebestof teaional methods with eurent approaches, ‘Traditional Approach + Grammars given high profil Iris nor disguised, The grammatieal systems of Bish are presented, practiced, ‘esd td explained + Vocabulary acquisition is an important element of every + There are pre-communicative exercises o provide coateolled practice, These hoos! students! confidencs, ‘especialy a lose levels ‘AN Gurrent Approach + Stents ae guided to work out rules for themselves ‘They are encouraged to adopt a certain responsibility for ‘their own lesening + Reahlif stations are rehearsed in the easroom, wth roleplay, situational sci authente mate ‘eutracts fom newspapers and magazines, and interviews ‘with rel people + The language i scen as whole. Learner acquire new Tanguage items by seeing them and using them in Effective Teaching ‘Teachers wil appreciate the comprehensveness and sffectvenes of American Hendy, Second Eton thas been designed to meet the practical lesson-to-lesson needs ofthe teacher. The nits ptovie a balanced cohesive timetable forthe presentation, practice and personalization of target language ina variety of exercise types, relevant vocabulary work, extensive sil work, and practical ‘everyday situational English Effective Learning Students will aprecat the accessibility and efiectiveness ‘of American Heady, Second Baton. The units speak u anda lat of able are going to bd now But Timinahaislon alld Harwer vith ce Witon te anager ici ths the cou’ estou hao! Ja. Yesitecbablyit Wee only openfor2¢howsonFrday rights for now But thnk hat wilchargenthe fue because peeple watt A thinks fed ea 1 What sot of peopl come in? | Alsons! Young mothers come ln when their husbands fethome Alt of people came before they goto 2 raghelb.poltican comes in ater work might. ‘odo couse, otber nigh workers come afte werk between wo eck and kod inthe mom. k helps them elt before they goto bed. Any protien J Notre The main problem tht mos ofthe ‘astomer al seep unde he a dyer | isnow one oclockin theming and nthe Co-op bank ‘msn est Doreen. Light hs telephone Banking ‘sternly hss workers, Doreen what hous you work? Do. | wokffom Sunday to Weeds rom Orato ‘Aa And what d you tik the ob? o_Hloveit Were lie afarily at night We're all ood ‘ends andthe worksmore related. Customers aren in ahuryattwooteckin hemor! ‘Acthereany disadvantages? Do Wiel itsbd feryeul You ned to ake care of your health you dont you pets Butts Ok for me— oul never leg ati anya 1 Wel tour otdacnthe ning and feline ver) sleepy im in thelocalsuperarit with Oa. o-Dan, ‘when idyou start work? Da At mright. Arnish n two hours silk But same weeks wok ing the dy. The fil thing is ‘chang from wating syst morkng nih ‘ay oer problems? Da Wall itisrasy to see my fens ory rend ‘They org cutand Imgoing to wor! Ard on ‘weekends sometees| sleep al ay. My gilfrend oes ie that much ‘Sowhy do youdoit a forthe roney, ely. And dont mind working night ‘Thanks Dan So there youare These are ust some ofthe any people wha ave a iferee sort fest. Wal Timetf tobed om, Good ht ‘What do you think? The aim ofthis activity sto provide some fee speaking in which students are encouraged to express thei own opinions It could be done as clas. Alkernatively, yo ‘could divide ents into snl groups o discus the ‘questions, then take afew comments fom each group at the end Unit 2+ Theway welive 21 Making conversation 1 ‘chnigs ivan in sartingand keeping 8 onvesation fing, and to ntxloce and practice some phrase hat sight hl You ould begin by citing rom students ways ‘fhaving succesful conversation ad Tiating these ‘uggstions on the bos. alternatively, ask students tortll you what problems they have when having ‘conversations in English, and list the problems on fhe board, Focus students on the instructions in the Student Book snd ak students to stn and say which convention is ‘oc succes and why. Anewers and audio script The second daogue snore succes because Maro as uation showsinterest ad ads comets of hisown 1 Thasric. Fas sso Beautfl NN Yes. 1 Un What what do you dour inPari? NN fimastuden. 1 Meno do you tke vngin the US, Neale? NiksoK. 1 Are yeuhavinga good tine? Nes J Gan peryouacofee? NN 1 Ure you ming your fay atl? N he. 1. Doyoutave any bathers or sites? Yer havea brother 1 J Obwell. ve gotclassrow. Goodbye, Nol Nae 2 C=Catherne M= Mares Hel, Whats your mare? 1M Marco. And what's your ame? E Cathrine Were re outro Maes? MI come rom Ri, the home of Cavalli oe ofthe most beautiful placer in the whole wo. ad you (tering, where do you come fom? 22 Unit2 = Thewaywelive im fom Vancouver n Canad, ‘Moh, falove to vi Canad oe iy. Youshoud. feral beat And what o you do Ine, Marco? ‘Masten tm studying to be an architet. € Oneal? Yor. want design bestia, moder bilings For my beautify {C Howinteresin! And are you enjoying heen he US? 2M Very, very ch rm earing tof English, fm making alot offends, and even the weather's nts bad! Well, haven fate to death yet, andive been bere or ve wees. Catherine. ca get youa coffee? {© Well havea few mists before est css tht would rice Thankyou very much - M Wi dot we = Asaclas discus thelist ofthingsthat help ‘conversation, Seistcdentscam ad to heist. Ask ‘dents to read the dalogucsin the audio sripton Siipp. 112-115 npsirsand compare them. ining ‘examples ofhow Marco keeps the conversation going Get feedback rom the lass (some examples arin boldinthe ui sci) (nee Englishes language with very brond intonation patter, Point ot that Mat intonation can make the $eaker sound bored, disinterested, or even rude 1 @PBDPiey the recording, Ask students to notice ove muuch more mascal Marco's intonation is ado sept Pai ea rom Fs 2M icme from Ro, the hom of Cama 2 GOIEBMy the reconing. Aa students listen snd fepeat the ines, imitating the intonation pattern. Audio script 1M And yeu, Catherine where oo come rom? Imre Vanouven arads Moh. lov to vst Canada on dy. Yu shoul ely Beauti pur sudensin pairs t practice Catherine nd Mars’ Eonertion on SB. 113 ‘Askatdens to work in uso match line in A wits ‘Sep ind anda comment in Do the frst ones Sn cznple and check vocabulary if cesar before Student start Monitor end ei (EBB Listen o he econ chek answers and foceson pronunciation Point out the msi intonation patter of some of the phrases rnd remind tants hat you can sound toed and nimterested i ou don ary our aoe shen speaking ‘Ask stents practice the dlogesin pis sig {hestess shading lp wih sre andonaon, Monitor cost and encourage stdens op some fetng into thee intonation. ‘Thea ere sto provide some light-hearted practice inkepinga conversation going Ask students to work indvualy prepare questions usd on the ce subjetsin the Stidet Book. Monitor ad help. ‘When stents are ead tl them to have conversations Pairs Monitor an prompt making sure salen are "tempi god intonation pater Yon con xy tr this ino a mingle acy. Ak ‘odo wal und the das and start ferent shor onveratons with diferent people. Don't forget! Workbook Unit2 Brercises9-10 halon’ have Exercise 12 Pronunciation ~ sat the end of a word ercises 13-14 Checkit ‘Spotlight on Testing Describing ifeyes Grammar Reference {ook atthe exercises on Bp. 123 a clas, or asign for homework. The answers are on TB p. 149. Word List Remind your student ofthe Word Lis for his ait ‘on SB p. 147. They could tansate the word, learn them at home, or transfer some of the words tothe ‘vocabulary notebooks, Unit 2 + The way we lve 0 Geanmar res Yorba hres veya niin epresons What happened next? Introduction to the unit —_ Language aims ‘The theme ofthis units teling stores, Grammar ~ Past Simple tents il slrendy have certain amity with The Past Sinpleand Past Continuows, the Past Sipe, andy be abet we asi aecortly ons basic ee tenses re evened and practiced i intecontes of neepape stoi, POSSIBLE PROBLEMS ‘ne about dog "mptry” and one ‘Many regula verbs wll be known, bt you a expt pablems with hot amare the In the Listening and the pronuncistonof-edot the ed or eagle ‘ead section, stents re asked happened ‘Thapand! insted of thapand! tolisten to and read extracts oma fbolet “Nua! instendof ke eae cee Students wil alsa know some regula vers, uch as came, wen Golden Gi ‘neta tok, but there are still many more oleae! Remind students Students have the opportunity to that there ia sto regular verbs on SB p. 183. You could ask ther practice past lenses by means of to lean five new regular verbs every week Give ashort quz.on them ‘personalized psirwork activities, ‘writing a news report and elling ‘tories around the els from time to time + The use of did cases problems, Stadents forget tous it for example “Whar tine ou getup “Where you went as night? “1 ase you yesterday, *You havea goo time atthe pry? + Learners try to forma pst ens of have wth go, whichis uncommon in English “had got cold las week, Past Continuous The Psst Continuous could well be new to students a his Teve In this units contacted with the Past Simple, and inthis context the Alference between the two tense is lee. However, the Fundamental use of the Past Continuous to describe background event and temporary situations inthe pasts quite a difficult one to grasp Learners find it ard see the slference between senlences such a Ie rained yesterday. ess raining hen I got up wore ny best st to the wedding, She war wearing beau red des The Past Continuous is not dealt wih in great depth inthis unt. At his stage, itis enough to aya foundation, so that stadt wil earn to eecognize the tense at they soe tin content, ad gradually beg o produce it Vocabulary The Vocabulry section looks at adverbs, oth adverbs of manner that end inh and other adverbs, I patcala, it concentrates on the position eee erences Everyday English The Fray Fl section deals with time expressions— saying dates and using the corect preposition with expressions. The Music of English looks at lnking 24 Unit3\- What happened nex? Notes on the unit STARTER (8 8) In this Starter activity students knowledge of basic iter past tenses checked Aalestacents to work in pairs to write the infntives, then dell any past tenses that students find dificult to pronounce fnecesary, refer students to thelist of jeg verbs on SB p. 153 mowers vite 1 Lie 8 get hee 9 have aie 10. make 5 thik 1 come Spot Dy Past Simple ‘sour THE Text ‘Reuland regular forms ofthe Past Simple are contextualized in this short, humorous text based on 3 newspaper sory. Hateraes Doge Home isthe UK's largest lest, and ost femour dogs’ home, Is 2 sanctuary for stay, shandoned, orabused dogs. Some students may ‘recognize that “Who let the dogs ut? Woof Woo!” twas the chorus fa dance hithy The Baha Men, which ir used to intodice the recording, Vocal ou may ito preteach ret tens to guessfiom context woof= the noise dogs make taf = peopl who workin an office, factory, te ‘age = metal box for animals hosts haunt (aplce) = ghons aprts of dead people) appear in a place) take mess make a place very untidy lancer = typeof dog 1 Ask suudens to eead the opening paragraph ofthe newspaper story, then discs the questions cass Encourige lots of speculation, bat don't iv away the story at this sage 2 GIBB Poy he recording: Ask students wo eed and listen tothe atl, Let them discuss the answers o the question in Exercise 1 in pais before discussing asada. nabs a rit The afin ss oq chee rare Re. He opened the other docs to release his end: He went to thebtchen to steal food. Testor takes plac in fattersea Oops Home Who let the dogs ou? Woof Woot! Last month strange things began to happen stLondon’s futerea Dog Home Every ving when the staff ave, ‘hey sa that tf the dogs were cut of thei ages eas 2 mystery It happened many times” saié Amy Watson ‘eof theta "We even thought hat perhaps wa the ‘host of Mary Teal” They sy tht Mary Tel, who started ‘he Home in 160 comes bck at ight ta haut So they put cameras inal the cages and fimed what happened, ‘henest y theta watched tem. They mee amazed hat they a Reda fryer lurch sedis teeth to ‘penthe door of age. Then he di the same fori fends inthe next cages Al the dons got ovtan ada great ime ‘Amy oldu, "Tey ate ots oF foo, hdl of fin and gars, and made a big mes!” Reporters fom pan, Germany, andthe US. came to fin ean 400 people called becaise they wanted to ge hin 2 ome Reds favs now "He's al clarity” said Any ‘You could fllow up by asking student ifthey have (or Snow of any pets with special sis. Letstadents discs the past forms in pals before dliscussngas acs, Answers footed stated a atch opened ed egn tld ved ate Tooke, aed, pene, watched, ated and used (hich 346-4 ord te nitive) ate replat forms. (GMB et sens tat hey are going ten to some sentence about the story tat are incre. They ‘ust ien an comet the makes Read the example ‘ery afl and point aut that they have to make to Sentences onc negative a ne frmstiv. lay the recording Pate ater exch sentence and sec if anyone in thes ean produce the teens lay ech ine tice ifneceary and give students tine to write the anewers ifthey nett. Then sk then oy thesextencs, and pe os eg earn theses chadng onthe example and insist on good pronualton Thi vequresa wide vloerage {press surprne and song stesso show contra, Unit 3 What happened next? 25 55 Askstuentsto workin pesto complete the questions, ‘Monitor an help. GIIBD Payee cording so that students can check their answers. Then put stents in pais to practice asking and answering the questions. lasist on correctly formed questions, and make sre the question starts ‘with the voce high, aired: ‘what did Reddo? You could extend this ask by writing the question words (hat /Wiy2/How offer? et.) in order on the board then geting students to ask and answer sing the ‘romps, and remembering the questions and answers. fod aa oeshuie RT thao strane anise sai bo ie pe sear seca Splines apa ot 6 Unit3 ~ Whathappened nex? 1 Askstudents to work n pairs or threes toansieer the grammar questions. paling 2 Askstudents to workin pats orthrees to write the regular Pst Simple forms and answer he grammar ‘questions, Pronunciation 23 GEIEDP ay the recording. Ask stents to listen snd make thet ist "noni Sven toa) fo (GIBD Payee recording, Students listen and check ‘heir answers, then listen again and repeat Refer tents tothe list of negulae verbs on SB 153, and Grammar Reference 3.1 on Sp. 124 Making connections ea of this activity ito ive students Further accuracy practice in producing past forms, and to check ther ability fo se the connectors, ecnuse and and but POSSIBLE PROBLEMS Students may not be sure about how to use the ‘connector, prticulaly so You may wish to check students’ ability tous them before starting the exercise basking chedl question. For example: ‘Which word abikesa contrast. but Which word adds exes information? .. and. | whieh wotd shows consequence”. 0 Whieh says why you did someting? becuse 1 Focus studentson thebox and the example, then ask stedents to work in paleo produce st many sentences ts they can. This ould be done asa writen exercise o,f ‘you think your students an manageit it could be done ‘ean oral eerie in pain. Monitor, help, and correct, ‘Paying particular tenon to the pronuncation of past forms GBD stuteate nen and check their answers. Sample answers and ui script ‘ere inmnatae 2 Het so! wet ob 3 Lage sande bea as ar 4 oak shower and asd ny a 5 vas puspere bt fun ate 6 Veale hepolce becuse head a srargeroe. 1h poe edt & fogarty 0 ser * 9: ky ves tesa pasa 10love Talking about you The aim here isto round off the lesson with personalized fice speaking activity sing the Past Simple 2 Asestudents to work in pest talk about what they did Ts night, fst weekend, et. Monitor the groups ‘are. As you go around the groups, you could write down some mistakes (no! oo many’), and ater you have discussed some of them, you could write them on ‘he board for the class to comet ADDITIONAL MATERIAL Workbook Unit ‘These exerts could be done in as to give further practice for homework, or ina ater dass as evew. xercses 1-7 Past Simple Ome n ae Past Simple and Continuous ‘gouT THE TexT The text isa newspaper story about an ar hit who stole priceless paintings and hung them in his bedroom, The phrases sing the Past Continuous have en taken out and students must decide whee they 20 fn the story. The ident show students thatthe main ‘vena oft tory are expressed hy the Past Simple—the orice make sense without the phrars containing the Pact Continuous, The Pst Contino phrases give bbckgzound information and description. laos 3 ego of eastern France that borders ‘Germany. Its major city Strasbourg. You may wish to pre-teach, or get students to Find and ‘explain from content, the ellowing et of words Ar art hie, panting work of ar museurart galery, priceless (very valuable and impossible to replace), iS wort $2 bilion dolar (thas value of =.) 1 Put students in pais to check the meanings i their Aitionaries an find post forms. Check the sen ‘understanding acting out somo al ofthe words and asking students tot you which word you are acting oat. Anomers files éesoyed toe oul! took id it thew tr ‘hough av spent Note ard destroyed arereplarin form. 2 Tellstudents they are going to read an article about crime, Ask them to looks the photos ad headline tnd gus what it might be nbout, Students then read the atte quickly tose if they were right. Check any itficle vocabulary ‘Ask students to workin pats o put the past forms from Exercise 1 inthe blanks, Answers stole bat hid 1. threw 3 fle 8 destroyed 4 thought 3. spent 3 Askstudentsto discus the questions with their partners, then bel asa class. Unit3 = What happened next? 27 1239 pimings 4. Hecate she dvroyeda 2No Tot of paintings GHBBD se sutentt0 put he tne in the tryin the sce macke (J, then check with a partner. Avan ‘camp, ak tents fist to tell you which ine get i the ist space Elicit range of answers rom the eas, then pay the recondingto check, Answers and audio int bonad (GIIBD the tie his mother, and bition Stephane tretweser3 rom Abc, ranch gett arth n Europe For oes years wile was Woking 3s ack ever, sole 39 pangs fom mascorsinFance, ‘usa, and Deak He mer rt te meus jut a hey ere casing i te pangs der cot Nobo ake {hi bee was wearing eur parser. Sackin his apart eee was ving wth is mother heriled hs beoom with prices wer at Hote, Mele ough al he pags mee copes. One day hie they were ving me te ole ord and they {ookStehare othe poe station Miele wo gry wth ‘er sn ttt se went to fisroon, ook someaintings fom ‘heal, andi them to sal peces Others eck ard Hew in the aa Aogter se desvoyed a worth tno Dillon dlrs Bath tera sone any Jes npc ‘Ak dent to work through the questions indivadally oe in prs, With weaker students, read ‘through the notes with the whole cls Answers 1 Te ese we the Pst Continuous The Fast ominous sed to gv background information and description. (The Fas Simple is used tote the story} Ths isdemorstatedby thefact that thes lines an be taken ut ofthe tary without serious aft camprehesion 2 We form qustions by ivering the sbjc with waar eas nvking —Washe working? ‘We or negates by adding not ara after maser re. We aly use the shor fom nt when speaking eas woking He was working 5. Inthe ist sentence, she made coffee fer they rived possibly as result ofthe ava. Wen they ave, ree emade caffe 2B Unit 3» Whathappened next? Inte second ete. she started makin cffee before ‘hey anvedand the malig of te coe wasn ogres when thy are Wen theyarived, 8 prt "Sr was maing cof. Fronuncation ay the recoding ad getters to epest ‘foraly and indy Focus sttenon on he weak foxm/a/ ina ws andere nar appropt, ein ct hatin negatives ard shot arses asad Wrereare steed andsohove tog vel sound Ine nd If sues ned mre practi, ete read out the lines em ere paying tention othe weak ors inva we nd wee Where ware ing? They were hain sper. What were they doing? Refer students to Grammar Reference 3.2 and 3.8.0 ship. 24 [EXTRA IDEA efor gong onto the Practice exercises, you might decide that your students would ike some more liformationsbout the Past Continuous tense. In Unit 3 ofthe Workbook, Exercise isa mechanical elo practice forming the Past Caninuous, Once they have ‘dope it, your students might fel more confident about doing the Following exrcees, | Discussing grammar 1 Students work in pais to decide which is the correct, ‘er form and underlie it 2. Students workin pals o put the verbsin the comet form. fortunately/unfortunately “Thea ofthe loin execs isto introduce the words Jornal an unfrnaely and then to ge stadents 11s of practic in wing the Past Spe fenee by meas of a sited ati. 3 Focus students onthe sory and mol it paying tical enon our intonation, ing on Jornal, alingonunfrunatel formate unfortunaicly Gesture oa student 0 continue the try by adding the next sentence, being Fortuately. Then gesture to ‘nother stent to continue, and soon around the class. "You could correct any errors atthe end 4. Putstudentsinacizde if possible, and start one ofthe storey by reading out the fist sentence As the story goes around the lass, note down aay erors to discuss at the end. Alternatively, pu studentsin groups to do the city and monitor the groups. Exchanging information 5 Asstudent to read the headine and look atthe photo. Ak them what Kind of person the think Hugo Fenton-Jonesis jo could point out that hyphenated tameslike Fenfo-Jons are associate with uppe dass families) Asc them what they think he bought and what 4 sponding sprees (an uncontrolled episode of excessive shopping). 6 Pat students in A and pis. Read the instructions as dss then as students to id thee newspaper tories ‘np. 137 or Students A) and p11 (fr Students B) af the Stadent Hooke Give students three or four minutes to ead thie iiformation and prepare questions, Monitor and help. When the pairs are ready, model the activity briefly With relbl student, then gvea cer start signal “Monitor and listen fr errors, particularly with question formation as they do the activity. [ADDITIONAL MATERIAL ‘Workbook Unit 3 Exercises 8-9 Past Continuous [Berit 10 Pat Simple or Past Continuous? ‘The name's Bond, James Bond ‘ABOUT THE TexT “This isan adapted extract from the popular James Bond spy story, The Man wit the Golden Gun, Students have to listen and read for specific information, then rel the story, using picture ccs. The text and activities recycle the Past Simple and Past Continuous tenes, James Bond, 007, was the cretion of English weiter an Heming. He wrote the first James Bond novel Casino Roya in 1953. The Man withthe Galen Gun ‘wae made into a movie in 1974, starring Roger Moore 15007, Inthe story, Bond tracks down a mysterious international hit man named Scaramang, who kl his ‘itis witha trademark golden gun and bullet. (See Sp. 145 fora summary ofthe story. Students referto this afer doing Exerie7 on p23. You might ‘vant to read the summary yourself before trang the Tisteing and eading section ofthe unit) Thetext contains quitea lot of new voabulary, but sadents shouldbe able to understand alot of fom Context. Some ofthe more dificult verbs are included Jn Exercise, but you might want to pre-teachicheck Unit + What happened nest? 29 the vocabulary ist, Usethe pictures in the check the m pin (besting hard because he was nervor reli pillow, eee, whisper bang shut, lead) HQ | headquarters, KGB= the spy agency ofthe frm | Soviet Union ne 1Ask students to work in piso sna groups to write dove things they know abost James Bond, Encourage ideas by aking questions, for example Whet happons in ‘cypial lames Bond movie Gigs car chases, special fle, beaut women) and What tof person = Bond (cool handsome, mascline) 2 Askstudems to lookat the movie posters sn say which ofthe moves they hae sen, Put students in pars vite alist of other James Bond fms Be prepared to hel with the names in English istidents know the names ofthe fins in their own language. Anowers “he postr sho: You Olive Twice (ating Sean oaney). Moonater (staring Roger Moore Galen Eye (starting Perce Brosnan) and Casio Royale [aig the atest James ond Dail Crag). themes Bond movies inde. No, rom asi wth ove, Goldings, Turdebl Live and Let De The Man with ‘he Golden Gn, The Spy who Loved Me Lert Kil The Livin Daylges, The Wolds Not nah, De Another Day A View tol Tmarow Never Dies Fr Your Eyes nly. Ask students to think ost the names ofthe movies intheir owa language. Ask if they are similar to the ‘wording in Englih, or even a dret translation, or they havea completely new tle 13 Get students to cover he text ofthe story. Facts attention on the pictures, Use this sage aan ‘opportunity to pre-eachrevew key words ike pillow, su, cri and put you hands up (Aso see note abot ‘vocabulary ia the Abou the ext box.) ASk students to work in pais or small groups to describe what is happening in the story. Elita few ideas fom the class It do not acept dr reject them at this stage 4 GIBB Give students time to read through the ‘questions, Ply the recording and get students wo lien without felling the text in thet books (the audio Script sight diferent from the teat inthe Student Book). Encourage students to efer othe pictures to hep them fellow the recording. Put stadent in aie to answer as many questions a they can Play the recording aga to allow students to compete ther answers, Rensind students to use ast tenses in their answers Encourage them to speculate, a there maybe more than ‘one interpretation of what they have heard. Ask tients 30 Unit3.» Whathappened next? Answers and audi script | James Bond Maty Goodight and Scramang. They ina hotel room andthe theo connected 2. She climbed trough the window that James ond let open before be went to ep 3. She warted to wan hm about important message fom HQ. AKG man as looking fr Bond 4 They led in thebatiroon onthe side ofthe bathtub. 5, Scramang told James and Mary to come out of the ‘batvoa wth thei hands up He walang hi plden anand poming tt ond GOIBD xe ser ta nti eto i) The Man with the Golden Gun (Ne Narrator B=Eond M= Mary =Scaramanga 1 Janes Bond got ick tise roomat might The ‘wads ete closed andthe a-condtonng war on. Band switched iff and opened the Windows His hear ‘vast npn inhis Chest He breathed thea with reli then he ook shower and wert toed ‘A:3308ond sucely woke up. There was noe. nas ‘aang fromthe window. Soret was movirg behind the cura 1 MatyGodnight What ate you doing here? M Quick ames! Helo mea 3 Okmy_- M non, amet 8 SSIS 1 Mary, what re you doing ere! What's the mater? M James Ivass0 worried An upent message came rom HO ‘hisevenng A top KGB ran, ing the ame Hen ic stayigin ths hotel He rows youre ee. H's ooking for yu 1 now, Hendriks here alright 0 3 gunman named Scaramanga. Hay dd HQ sn they hate a dezription of ne? MN they dont. They st have your name, Sere Agent Ives Bond. 1 Thanks Mary. Now, rst get youout ofr. Da wot aboutus te HO tat you gave me the message OR? 1M OG ames leasebe crf mes 1 Swe.sure Now come on! ‘Thin yourlucky dy, Me: ond, Come here bath af youand pat your hands ol 1 Sczamanga walled othe door ard are onthe lis 15 felden gun was poling rectly st ames Bond ‘Tell aents that they aves gin vend eatery From The Man wih he Golden Gun. Aa the dents 0 workin pairs or svall groups to find theine inthe text. ‘that match the pictures, Review answers as alas. les ond ota thot eo a ih The wo wee ceed and healanionng wasn Bons ‘theif adopted the wars 2 Sider ewe up He steed. Thre wasa oe. as ‘ming fom th window Jes Bond ook gn ron under pilon 3. eso cep wy seg he wal tone iow {Bole tect bch one qienovenet Calder sone ne moos Mary Gong” Bondexcimad Wht are you ding” ome Help rein ry where get ‘5. Bonpat downs gun nd ied ule ow he pen window A the las moment wd banged st wrihs ose ea gst. «6 Hequiciy et eras the roomtothe athcon Fst he tnd on thet, thse They ot conn these of heb. 7. May Godnpstooup an looked tise ese ecules” 8 Serang waldo hdr an toned on he igs ‘i gldengu as port salt aves Bod [EXTRA IDEA ‘You may wish to ea the text loud while students follow slong in thet books. This allows you to use gestures and your fone of voice to explain words such humping, wren, and put our hands up. Do the fist sentnce stan example, then ask students to work in pais o corvette false sentences. Correct students misuse of past tenses when you go rough the answers Anowers 1 The 2 Fae He deamed about tre taccoated men wth red yesand 2. Fae Ale etna theca ele in. 4. Fae He arg asked er wy se was there, 5, Fae. The window banged sht with nos ke phot. Tue 1Twe 8 Fae He warted to ep eget ou but beorehe cul Searamang tied What do you think? 7 Give students ime oread th $udents may have, Put students into groups of three or fou o discuss the questions. Encourage students to use ‘what they know about the Janes Bond character and ‘what often happens in Bond movies to belp them with Questions 3 and 4 Refer students tothe summary of the sary on Bp. 5 to check thei ides. Language work 8 Students workin pairs tower the past forms of the vets refering back othe text feces. Answers) = reg ttl ‘nhspered breathed et) vokeup() ted took) ed) cpt vel) shone) std Telling the story 9 Students should now be ready to reel the story in some detail Let tem fist do thsi pis (o practice ‘Monitor them careful, correcting the most important sistas, This exercise midway between a Muency tand.anaccuray-based activity. You want students to speak at length, but you also want the past tense usage to becortect ‘when stents are ready, ask one or two of them t0 ell the story othe res ofthe clas, allowing ober students te interrupt with any key evens that have been mised. ‘You could begin the next cls y aking different student to retell the story. Itony takes afew minutes lnditis a good way to review the key vocabulary and past tenses PHOTOCOPIABLE MATERIAL EXTRA IDEA lan Fleming 18 pp. 126-127 ‘Thsis an informaton-zap activity based ona short, biography ofan Fleming's ie Before the lesson, make one copy of the worksheet foreach pir of students, Ca the worksheets in hal Teachers notes and answer to thisaetivty are on TB pp. M5, Unit3 + What happened next? 31 (OTe Adverbs The sim here sto review the use of adverb, focusing in particular on exact where adverbs go ina sentence ec ir. way of lading in to ths lesson Write some adjectives om the board, fo example, careful, sow, quik ele, quer, ny ang, happy. Get eden to tel you howto change the adjectives to adverbs, Then tell dens to at out tings, using the adverbs. For example sy Spek quiet, Bra your har gent, Standup sly Students must act out your instructions. You could then tuk individuals to come to the front ofthe clas and act fat an action and adverb, The rest ofthe clase must guess ‘hich verb they ae acting out 1 Askstudents to workin pars to match verbs in A with avers in B. Do oneas an example Let students check ‘their ansers by refering back othe text. Answers ream peel creep quily/sonly ‘nae up suey slowly et ut of bed uty /suddnly/somly pe uletiy/urenty breathe quiet heavily peaceful sly 2 Askstlents to workin pits to Find examples of the avert in the text. nowers ‘ck inet ne 4. ne 25)rgeter ine 26 ain line 2 here fine 3), (ine) straight ne 50) ion of adverbs Vand Readthroggh the rules and examples a¢ ‘acass. You could add that nothing should ever Separate the ver andi objec in English posible, Put stents in pits to rewrite the sentences, Anewers 1, Fist clean upyourroom. 2. Gntcange 3 Veforunately it started train 3. Aakstudenta to ei the enencs Li them chac fies treesin plls cesanuedceasTice ines sre eo eto etn calinna neuiageuniesr aie GEIB Py teeorting Assen tien an Check thir aers Thon pt tem in pis prt area 32 Unit What happened nex? ‘Anemos and audio script 1 as rearing peaceful hen suddenly oud rose woke me vp (suddenly) 2. My ganda is almost 5 ashe il goes wining ‘eulary 3. (quiet unlocked the door quel and wet outside into the it 4. She yhipered softy ini 8.1 wechard and do my homework carefully bt stil ont et ood grades ‘An adverb poem 4 GENBD Pray the recording. Ask students to listen and read, Pat students n pairs to think of tle. Then ask ther fake trs ending the poem aloud. Answer and audi script Posbleties:"The End of Loe” or" Broken Hes” ‘Anadverb poem Ianto your ars so happily, YYorlooked ame pity, ‘Yeuspoke tome ute ft, ‘turned and wale aay sy, Gradual eared to smileagain 5 Checkthat the students understand the adverbs, Then tase them to write poems with thee partners, Ask pais to read out their pcs with fling, othe clas Telling a story ~ Position of adverbs and adjectives, ‘The sm ofthis writing ection isto write a nacative inthe past using adverbs and adjectives 1 Putstuentsin pairs to rewrite the sentences wth the adjectives and adverbs in the correct place Answers 1 Alarge dog suddenly jumped up tine. 2 Thank youor your inition. Unfortunately eat eame, 3. [gotout of bed ard went downstairs to haves lee cap of coffee 4. Wie ada wonderful ner and then we tothe theater, 5. Awazatingathome last Thursday ght when someting ‘very strange happened 6 Hea thre older sisters apd have tre sisters too. 1. There was ood dcamentay 20 T st ight. enjoyed it veryimach, Iredell hard all ast wes, Ask stents what rales for adjectives and adverbs they ‘an work out from the sentences, Answers Adjectives obefore nouns. ge dog “Adverbs of made ofr vers «worked relly hard Adverbs of dese go before adjectives. very sarge Somme adverbs an go the stator nd of setences seine / bs 2 Pat students in pits. Ask them to describe the pictures and gues the story. Pee-teach Key words in the pictures: iron porta, ry. fase, ‘Ask students to write the tory in pars, using the word prompts. Monitor and help, Make sure students tre using adverbs and adjectives When stents have ished, ask one or two paso tl the cls theirstoris, ‘Ask students o compare ther stories with the version on SBp. 14s You could sepet the procedure a in Exercise 2 in ‘later lesion, oF you ould assign this eting task for homework. 3 Ask student to compae thee stories in pts. Ask one ‘orto to tll the las ther stories. Ask students to ‘compare thet stores with the version on SB. 145 Time expressions Lead.in to theleson by aking ew general questions ‘Mound the cs Ask What the dete ody? When your tinh? Whe Cisne? Note how wel stdats orm snd pronounce dts in heir answers, ut don correct or preset howto ny dates at this sage. 1 GMB Foes attention onthe fst set of dates in [Exercise 1 Py the recording and gt students to follow in thee books. ‘ui sript Jarry ith nineteen ninety ight uly siteenth inten ight November tment fh tw thesard two the second of ne ‘lo serge ‘The iit of nay nineteenth Jarry he ith nineteen nineyeight the sient of uy rneteen ey ve July thessteaih betwen eye the twenty ith of November, two thous ad we November the tweny-fifth tw thowsandard two POSSIBLE PROBLEMS ‘Students forget the definite article the Lame here on cond of ane + Stans might not remember all he ordial ‘numbers, especialy is, sean, hid and swent= Sr, twenty socand, te. Be prepated to dil these as ‘casi tudents have problems. The proaunciation ‘of some ordinal is cial becuse of consonant ‘strs:ith,ssh 0, ee + Students ofen get years wrong, sometimes because ‘of interferenee fom thei on language. You may hood to remind them that we sully divide the numbers into two sete of to, 1980: nineteen ‘gs we ae of, nk ero, dase, 1906: cto oh sis dates forthe ist decade ofthe new | nillenium ar usualy read like ordinary numbers, 1 2002: two thousand ad + Point ot that in American English the month, not ‘he da, url writen Fist 8/21/07: August fey fist, ota seven. Nate that is ‘normal in American English omit he and andi ates Like these, lit mate pais of dates rom the cas. Students pctice saying the dates in pairs Give them time to Concentrate on geting the form right before playing the recording Play the recording, pausing after each par of dats. Ask students o listen and check. Be prepared te dil the two ways of saying the dats if students hea problems: Adio serine June seond unas hier fist ig fowth May fist Septenber seventeenth Jarry severe eighteen nty-ight December twenty-eight nineteen oh one Unit3 + What happened next? 33 Me Unita = Sot eiecand ono Wotton afte 1 apa Minin aielag aici ‘Monitor to find out how well students do the exercise. then check the anewer, Tellstudents that we use et with times eg at silo, Pat students ino pair and ask them to work out the les forthe use of in and om, ated when fuse no preposition, List the rales on the Board, 4 Say exactly when you were hoee. Then gets student to ead out the example the Student Book. Hit a ew ‘more examples fom the elas, Put students in pairs and fe them o continae asking and answering the question, ‘Monitor and check for accurate use ofthe prepositions and forthe ways of saying the dates. Be prepaed 0 drill, the coret forms again as necessary GEIED Read through the Music of English box as a ‘ass Play the recording ad get stodents to repeat If smdents have problems understanding or producing ‘word linking, witea phrase on the board an show how itbreaks down into smaller units by using Phonemic sexpt Je! tt anal lak/ atpleven.o'dock Point out thatthe hin four hows ago sent and 0 needs a consonant-vowel inks orausezagos students seem to find word linking dificult ty to ‘how them how it makes i easier to run the words together, expecially in mortal convertion. What happened nest? 5 GIBB ive students time to read through the gapped conersation. Play the recording and get students to complete the conversation with the time expressions. CChesk the answers. ly the recording again and get students to mark the linking Pause the recording a eh end ofeach ine te give students time to mark their answers, Play the cording again ifstudens have problems, Then check the answers ‘Notice that a sound links so and am, and that the in dan and the in lke are not pronounced. Ply the recording again and et students o follow in their books and listen caeflly for he inked words. Brey review the pronunciation of the tar signs with the elas (ee TB p 8) With weaker classes elicit new wording forthe conversation with the whole class ist, replacing the star sign, date and year. Give students time ‘topractice the conversations in pairs, changing oles at least once. Monitor and check for the correct formation ‘of dates and years and for signs that students are trying tolink the words, Don't insist on perfect pronunciation! GARD Pay the recording through once to et students Understand the general content of each conversation, ‘Ak What are the conversations about? and clic the answers (the date of Chinese New Year this ea, 2. the ‘date ofthe next meeting, 3. the dat and time of ight). Play the recording again, pausing tthe end ofeach Tine tn give radon tmieta weritedowen the ie ‘expressions With weaker ase, el the answers for ‘Conversation I with the whole as Don't forget! ‘Workbook Unit3 Exercise 11 Adverbs [Bxercises 12-13 Check it ‘Spotlight on Testing Predictions and causes ‘Grammar Reference ‘Look at the exercises on $8 pp. 124-125 asa cas, or assign Tor homework. The answers aeon TB p. 19. Word ist Remind your students ofthe Word List fo his unit on Sp. 148. They could translate the words, learn them at home, or transfer some ofthe words to their vocabulary notebooks Unit 3+ What happened next? Introduction to the unit ‘The theme of his unit is marketplaces Inthe opening section, expressions of quantity are introduced in the contest of couple discussing thei supermarket shopping. Ina separste presentation section, text about eBay the global ‘online marketplace, there i some work ‘on the tse of aries in Engish. The Reading ond speaking about the famous marketplaces around the world, and the Vocabulary, iting and ‘speaking consis of four dialogues et in Aieret sores 36. Unita» The marketplace Bf The marketplace (© roma ech ny sae any ‘ew alte alotof aries © Vocabulary: siosing rey Engh ces Language aims Lapel of quay enn ut de lee edge Sepia

    You might also like