Ste) tal) ee Ee oe cet 1m understand texts and conversations about interviews, eee es Seed Pe een ey a talk about experiences and past activities Pee ee ry prrecrans eee iy @ GRAMMAR = Present perfect simple and past simple = Present perfect simple and present perfect continues @ vocaButary * Work: apply fr, business contecs, candidate, career, CV, employee, employer, grades, n charge of, knowledge, practical sls, problem-solving skis, team «= Technology: app, browse, browser, button, clickon, connect to, delete, device, download icon, instal passwerd, press send, share, tert message, tun on, turnoff upload, usernome '= Wordpower: look +t adjective, look afer, look around, lok at, look er, look forword to, ook out, look something up @® PRONUNCIATION «= Present perfect and pastsimple:/'ve worked / worked = Sentence stress: main verb / auxiliary verb = Sentence stress (© COMMUNICATION SKILLS = Talking about experiences of work and taining = Talking about technology = Using appropriate phrases for making and responding to suggestions + Sounding sympathetic or pleased = Writing an email giving news GETTING STARTED Q OPTIONAL LEAD-IN Books closed. Put students into pairs. Ask them to think ‘ofa place they have worked in. If they haven't worked yet, this could be a school/college room or home office. They should tell their partner about their workplace and find out ‘as many differences as they can between the two places, Elicit rom the class what topics they could discuss, e.g. size equipment, number of people, atmosphere, facilities, etc Take feedback asa class and ask for any differences they discovered. Find out whieh student has worked in the most ‘modern or most traditional workplace, 4 ©MMRB Tell students to look atthe photo and the ttle of the unit and ask them where they think the woman is. Flit students’ ideas, then play the recording for them to listen and check ‘Answers and audioscript G curture note “The photograph shows a woman siting nan integrated lounge area inside the wall ofa modem office. There has been a bigmave anay from traditional, small isolated office spaces inrecentyearsto create relaxing and inspirational work environments that encourage productivity and creat. One film company equipped their offices with table-tennis tables and encouraged their employees to travel around the buildings con lle blades. ther companies have slides fr employees togetrom floor toler, and even floors made of whiteboards ‘where people can write their ideas. another company, ‘workers can use bicycles to move round the building, bring theirdogsto work, and play apiana, b 2® Put students into pairs to discuss the questions, then nominate a few pairs to share their answers as a class. Q exrraactvity Inpairs or small groups, students design an‘extreme working environment that we might see the future. They should imagine that they have no money limit. They should think about fun aspects aswell as functional ones. Ask or ideas ang descriptions during feedbackandask the las tovote on the bestdesign UNIT2 Modernlife 33AT AMINE offered me the joh OPTIONAL LEAD-IN Books closed, Put students into small groups and give them a few minutes to think of 4-6 questions that people are often asked atjob interviews. Monitor and help as necessary Possible questions could include the lowing Why do you want this job? iy did you teave your lst ob? What are your best points? What are your weok points? Whe did you dn your fastjob? Have you ever made a mistoke at work? How did you sotit out? Ask: Which questions do you thnk are the easlest/most acu tocanawer? Why? Discuss the question as class EBREADING 4 Cap Tell students to took atthe photo. Asks What's happening? How do you think the peopl are felng? Tell students to Took at the title ofthe article: Not the best incersiew Ive ever had! Aske Do ou thik the atl wll be serious or funny? Why? Put students into pairs or small groups to discuss the questions. Gheck answers as a class fany students do hhave ‘bad interview experiences, ak one or two to be shared with the whole clas 'b Give students two minutes to read the job interview stories and see who got the job. Check answers as a dass. | ‘Answer © Give stuclents a few minutes to read the article again and match stories a-d with the headings. They then ‘check in pairs. Take feedback as a class | Answers, dC Put students into pairs to discuss the questions, Point out that they should only share stories they feel ‘comfortable talking about. Q exrraactivity Writ the folowing questions on the board Have you ever done something wrong because you didn't understand on instruction correctly? Have you ever phoned someoneata bad time? Have you ever senta message or email tothe wrong person? Have you ever sald that you could do something, but actually vyoucouldat? Put students into small groups to discuss the questions. 34 UNIT2 Modern life aa eee eae «derstand a text about job interview experien use a lexical set of work-related words correctly Per ret Stare e een cone UR re ee Cree sand Sete en See tte Scented EAVOCABULARY Work Put students into pairs to Look at the photos and match, them with the sentences. Take feedback as a class. | Answers (TL) VOCABULARY SUPPORT practical (82) ~ relating to experience, real situations, or actions, rather than ideas or imagination Individually, students match the vocabulary from 2a with the meanings, then check answers in pairs. Take feedback as a whole class by reading out the meanings ‘and getting the students to say the words, Make sure they can pronounce the words correctly, Draw students! attention to the /1/ sound in knowledge /rolic!3/ and business /biznis/ and the different stress patterns in employer and employee. Answers ¢ (2 Pre-teach problem-solving (the process of finding. solutions to problems) and attitude (a feeling or opinion about something or someone). Individually, students read through the list and make their choices. Put students in pairs to discuss their choices. Then, put them into pairs with other pairs to form bigger groups and. discuss their ideas, ‘Take feedback as a dass, Ask: Which four qualities are ‘most important? Students may say: It depends on the job. If so, ask what two or three things managers would probably look for in people applying for each of these jobs: nurse, website designer, salesperson, taxi driver, secretary. ENGRAMMAR Present perfect simple and past simple a Individually, students answer the question, Take feedback as a class, | Answers b Individually, students complete the rules, Take feedback: asa class. jewww frenglish.ru © are Students are likely to have dificulties choosing between the present perfect and past simple, eg, takeadtyate (Correct form="'ve already eaten), and Hesseenthe photos ‘esterday (Correct form = He saw ..) Students may aso use the present simple instead of the present perfect, .g Hive- heresince 1995 (Correct form= Ive lived...) Another problem withthe past simple is aking an incorrect verb cholee.Typleal confusions include: came/went,sod/ told, eltfel, madejdid and got/went, e.g. Hefeltin the ‘iver (Corect form = He fll... Also, studentsat ths evel, ‘commonly make spelling errors with past forms, e.g. bougth, (Correct forms = bought, chose cred, complained, hoppened, heard, paid, taught) <¢ @IEEE Pronunciation Give students time to read the task. Play the recording. Take feedback as a class. | Answers 4 @IEEDI Put students into pairs to practise saying the four sentences in 3c Use this prompt drill to give students some controlled practice of saying present perfect simple and past simple sentences. Demonstrate how the dill works by saying the prompts opply fora job and just and asking students to repeat. Then say the full sentence: ve just eppied for ajob. ‘Ask students to repeat. Next, just say the prompts and ask students to respond with a full sentence. apply for ajob/ just > I've just applied for a job. rover + veneveroppied oro job two weeks ago > lopaledforajob to weeks ago. wtemyCV/just > vejustwittenmy cv threo times ve wnittn my CVtroo times. lost wook wrotemy Cost week. tavean interview /never Ive never had.an interview. just, 3 Fe justhad an interview yesterday i had an interven yesterday Repeat the prompt drill two or three times until students can produce the target sentences confidently. ¢ D ORRERME students read the information in Grammar Focus 2A on SB p.134. Play the recording ‘where indicated and ask students to listen and repeat. Students then complete the exercises, Check answers as 4 class, making sure students choose correctly between the past simple and the present perfect simple. Tell students to go back to $B p.21. ‘Answers (Grammar Focus 2A SB p.135) Q exTRAACTIVITY Write these present perfect simple statements onthe board: 1. Look what'vejust bought! 2 Mvelust hod ajob interview. 3. velost my phone! 4 Ivejustinstaled a really good new opp. Put students into pairs and give them a couple of minutes, to think of fellow-up questions to each statement. Take feedbacks a classand write any good questions on the board (eg. 1 How much wasit? Where did you get it? 2 How did it go? What did they ask? 2 Where did you haveit last? 4 What does itdo? Did you have to pay frit?) Put students into pais. Tellthem to choose one ortwo ‘ofthe ideas on the board and develop them int longer conversations. Nominate afew pairsto act out their conversations for the cass. f Individually, students complete the sentences. Take feedback as a class. Answers C2 Give students afew minutes to think about which sentences are true for them and which they need to change, Pt students into pairs to discuss their answers. Monitor to see if they are using the present perfect simple and past simple correctly. Q FAST FINISHERS Fast finishers can prepare and askeach other questions about work and studies using Haveyou ever..?. You may ‘wish to give them these verbs/phrases to use: study, learn ‘row to, fail,appy for, write, speak, make a big mistake, earn. EALISTENING a 2B Put students into pairs to think of reasons, then put them into small groups to compare ideas. Take feedback asa class. b @lMim Tell students that they are going to hear the beginning ofa radio interview about getting a job and give them time to read questions 1 and 2. Play the Tecording for students to listen and answer the questions. ‘You've go gocd gyadas and you've been ta ots of interven, butna| one’ offered you ab yet. Why? Isitbecause your knowledge and practical skits aren't ight forthe job? Wel according a are cree: eter Naney Maynard roby because ou)asthavergotthe'heabiy factor kesily sth ato work ‘well th peopl estsomeahingyou can ls easly atch but employeswantitand they're qulk to seein careatesat inter. ‘Wthoutlkeablty, Maynardbelieves, good grads and practical sklls are worth very ta Inthe ist ments nob, most ofan employee's succes linkedto ther Ihab, not thom wal he for shedoas the)ob, Lksabllys much morelmpartantthan other ables, and anyone who look for a jab should be trying thet hatdest to improve thelr ow by spending time wih other people, UNIT2 Moderntife 35Adve fo jab huntars goes ike this apply for thobs that you want, ‘ven ifyouhaven't got theright quafications. you get an interven, then impress the interviewers wth your‘sftsils: Sof sls are your persia sls -you Mandy personaly, your postive attude ta Work, your ability to communicate with people and your problem solng sil. simple, CO sits tkesbtty eally orelmportantthan knowledge and ‘expartencet We tok nthe strestsand asked some peoplefor ther ophnors. (7D) VOCABULARY SUPPORT Job hunter ~someone whos trying to find ajob ¢ BRM Play the recording again for students to complete the sentences. Take feedback as a class. Answers & CULTURE NOTE The term ‘softskilsisrelatively new itisused to describe the positive personal characteristics and habits which employers often lok forin people (as opposed ‘hard sls! like qualifications and practical professional kil) Soft skills inlude qualities lke confidence, honesty, fexibilty, optimism, ness, punctuality, iendiness and te ability to see things ffom other people's point of view. People with good sof sls can communicate cleat, think creatively solve problems, teach other peopl, and earn rom other people or rom thee com mistakes. They can fllow instructions, butean also use their tative and take action without being told what odo, d @IRBM Tell students that they are going to hear five speakers commenting on ikeabilty and other sot skills Give them time to read the task, then play the recording for students to answer the questions Take feedback as a dass Answers ‘Audioseript sPianen: People doriteaise how Important ikzabity because errpoyersdonttketo takaboutt, sth usualy ge ctheresorfor rot ffengsomeoneajeb Butt’ behonest yar payingsameone tadoajab, you wanttham werk walwththepecplaaraurdtham. spe 2: Ys, sof kl ar healt are much mote Important than speci ob sills kebeingablatausea computer forthe ‘employer and fer yourself oo, Thee'sno such things ab fore ‘any mote Develop your so sklls- be goed at working wh other peeple-and youl aways be ableto get work speanen: Ive boon a doctrsncel graduated trom medal schoo I veworked at thishaspital for years My practical sil and my ronledge areal that matters Without thos, | ccultdo myo stent my patents but certainly corftbelleve that need o be charmingand socabe al the time. ve never beloved that. spemcen I'm falas tueand irmakes me angry.t'm 23 and! avert watked since let cage. The only way to develop cot lls Isto workvith people but the ony way toget works tohave sot sls 3 noswln stuston. sPemenS: ‘shen people tak he ths, It makes education and hard \worksound second best, andthatssimplynot ius Yes, ound tebe able to make a good frst impression, but comecn, what rally rmattersisthatyou can offer practical hls and expererceto an ‘organisation, not justa trendy face. 36 UNIT2 Modern life www frenglish.ru ‘© EIEN Give students time to read the comprehension questions then play the recording again for students to listen and answer the questions Q EXTRAACTIVITY Write these gapped extracts on the board 4. There's no such thing as a 2 Itsa situation. 3 You need to be able to makea 4 notjusta. Play the recording again so students can listen fr the missing phrases job forlife 2 no-win 3 good fist impression 4 friendly face) ‘Check that students understand what each expression means. 1. Ifsomeone has a job for fe’ they do the same ob from the start to the end oftheir career, often working their way pin the organisation. 2 Ina ‘no-win situation; it's impossible to do the right thing 3. Ifyou make a ‘good first impression; you present yourselt wel s0 that people lke you 4 Astriondly face'is someone who is smiley, cheerful anc helpful. someone is more than usta friendly face, they have other, mare important skills to offer any more, f 2 Put students into pairs or small groups to discuss the questions, Take feedback as a class on the most interesting ideas their partners talked about. SPEAKING Ask students to look at the photo. Ask: What do you think they're doing? (working on a project). Do you think they are working well as a team? Who do you think is in charge of the project? Give students time to read the task and make notes on their experiences, Monitor and help as necessary. b (2 Put students into pairs or small groups to talk about their experiences. Monitor as students work, without interrupting their fluency. Listen to their conversations, making sure they're asking each other questions, and noting how well they are using the present perfect simple, the past simple, and the vocabulary of work and training, ‘Take feedback as a class. Ask students to say what they learned about each other. Establish as a group whether people have had similar or very different experiences. Workbook 24 |» Photocopiable activities: Grammar p.160, Vocabulary p.166AM Ean NUT Cem MU med OPTIONAL LEAD-IN Books closed. Writ these topics onthe board. Ask students to put ther ona timeline from oldest to newest. mobile phones/smartphones ~ computer games the worl Wide web = Dv players Check answers as a class (computer games - 1962; mobile phones - 1973; the World Wide Web - 1969; VD players ~ 41934; smartphones -1997) Ask students to say which piece of technology they would find ithara to lve without, and why. VOCABULARY Technology 8 Qa Pat students into prs to discus the question, then ppt students into smal groups to compare ideas, Take feedback as a clas. b Put students into pairs to do the matching task. Take feedback as a elass. Read out the definitions and invite different students to say the answers. Point out that text ‘messages are often just called texts, and fo text someone is verb, Answers (7) VocABULARY SUPPORT device (82)~ an object or machine that has been invented for a particular purpose © Give students five minutes to do this collocation task. Put them into pairs to check answers, Then go through the correct answers as a class by inviting different students to read out the two correct verbs in each line. | Answers, exrRaactviTy Books closed, Aska few questions to check how many collocations the students can remember from the exercise Wihatean you... ? turnon and off (a smartphone, a computer, any electronic device) delete (an email, a photo} change (your username or password) ~ share videos, photos) ~ instal {apps and other programs) press (a button) ~eliekon (an icon) = browse the internet) connect to (the internet) upload end download imusie, photos, videos and other les) Pee See eas ere eer ta. See eee eit ee een tee Perinat eyes gee ted activities ee eet rey esos ferent kinds dC’ Give students a few minutes to prepare some sentences individually, then put students into pairs to share their sentences and ask each other questions. © 2 Put students into small groups to discuss the questions. Take feedback asa class EAREADING Tell students to read the title of the text. Ask: What ind of text is it? (a magazine or web article) and What’ the purpose ofthe article? (to share readers’ app recommendations). Give students two or three minutes to read the text quickly to find the answers to questions 1-8, Take feedback as a class. Answers (7) VOCABULARY SUPPORT addictive (C1)~ an activity or food that you cannot stop, doing or eating once you have started Give students time to read the comprehension questions, then give them up to 10 minutes to read the article and answer the questions. They then compare their answers in pairs ¢ CQ Put students into small groups to discuss the questions for about five minutes EXGRAMMAR Present perfect simple and continuous Put students into pairs to diseuss the questions. Take feedback as a class, | Answers UNIT2 Modernife 37Use these concept-checking questions to check students! understanding of the differences between the present perfect, simple and the present perfect continuous. + Write this gapped sentence on the board: Vve__(use) SkyWatch three times this week. ‘Ask students which is the correct verb form to fill the gap ‘and why: used or been using (used because the quantity, three timesis stated). ‘Next, write this gapped sentence on the board (upload) a video? ‘Ask students which is the correct verb form to filthe gap ‘and why: uploaded or been uploading {uploaded because ‘we are asking abouta past experience in someone's life). ‘Now, write this sentence on the board: People storted using smartphone apps in 2008, ‘Ask students to change the sentence so that t begins People have... (People have used smartphone opps since 2008. People hove ‘been using smartphone apps since 2008. The first sentence focuses more on the action. The second sentence focuses more on the duration.) Have you ever. Give students a few minutes to complete the sentences. ‘Take feedback as a class. © carer Students ae likely to use the present simple or past perfect Instead of the present perfect simple, e.g. Stamp colleeting- ‘sphod been my hobby since 3973 Correct form = Stomp collecting has been my hobby since 1973). They might also use the present simple or present continuous instead of the present perfect continuous, eg, ‘Gurcompany grows/is growing since-2002 (Correct form company has been growing since 2002), Time expressions used with these present perfect forms can be problematic. Students at ths level often use since Instead of for, e.g. We'veknowneach other since-12 years (Correct form = for 12 years}, and from instead of since, e.g Shes worked-heretrom-areh (Cortect form = since March) Students may also replace for with during or miss it out altogether, eg. Medved in sondon dering-three yeors (Correct form= for three years). ¢ GARI Pronunclation Give students time to read the task, Play the recording two or three times for students to complete the rule. Answers d @HEI Play the recording again for students to listen ind repeat the sentences. 38 UNIT2 Modern life www frenglish.ru ¢ D © students read the information in Grammar Focus 2B on SB p.134, Play the recording where indicated and ask students to listen and repent. Students then complete the exercises. Check answers asa class, making sure students are choosing correctly berween the simple and continuous forms. Tell students to go back to $B p25. Answers (Grammar Focus 2B $B p.135) be ras 3 wt f Cd Give students one minute to think about which sentences are true for them and to change the sentences which aren't true. Put students into pairs to compare their sentences. Take feedback as a class. Q FAST FINISHERS Fast finishers can write more statements like the onesin 36 and compare them witha partner. EASPEAKING 1a Ask: What adjective did Enzo use to describe the Balloon Pop app? (addictive). Tell students that they are going to prepare and use a questionnaire to find out who in the class is most addicted to technology, Put students into, pairs to prepare their questions. b C2 Give students ten minutes to interview as many people as they can with their questionnaire. Monitor as students work, without interrupting their fluency. Listen to their conversations, making sure they're asking each other questions, and noting how well they are using the language from this lesson, Take feedback as a cla “Workbook 28 ‘© Photocoplable activities: Grammar p.161, Vocabulary p.166, Pronunciation p.175Ema Could you take it back to the shop? OPTIONAL LEAD-IN Books closed, Write the word PROBLEMS onthe board and thon this ist computers ‘elotonships =the environment work money Ask students: What kind of problems con you have with these topics? Whatare the solutions? Put students into pats to discuss the questions, then take feedback asa class EELISTENING 2 QW Put students into pats to discuss the questions. Then discuss the questions as a ass b Cp Tall students to lok atthe photos and asl: Whar’ ‘happened? Ast strlents to suggest some things that people might say in this situation, e.g, Oh dear! Fm sorry! It was an cccdent was fui ¢ @EEM Play Part 1 of the video or audio recording for ‘Video/Audioscript (Part 1) acne) 829 een Oh, hi Rachel. Ohno Ohl Oh Becky, Im sa sony, 1 why are you somytitwasme thathnockedit ove, i Butldlstracted you 1 what, by saying hello? Dorit ‘worry about twas my fit i at last et me gotyou another ‘orange ict (7) VocABULARY SUPPORT distract (82) ~ to make someone stop giving their attention tosomething 4 CW Discuss the question as a class. Ask: Has anything like this ever happened to your mobile phone? ¢ CAG Play Part 2 of the video or audio recording for students to check their answers. ‘Video/Audioseript (Part 2) men Hows the phone? 1 of ro, how awful Could you ecny Not good, Thescreon’s takelt backto the shop? frozen, Oh, don'tthinkthey'l do Ondeat Haveyoutried tuning anything | bought tower a Ieoffand on again? yesrago. wae ustdaing that,bucstl _ m Can you calm an your nothing Insurance? fm whatabout aking the SIM card» Iden'thavezry isjustrun out outardaryingit? ‘Aweek ago! Thats wortha ty. Thankyou e How annoying know, theother Chythopethaveritlostallmy day reedabautthistek for contacts. havent saved thems fing phones that have got wet anywhereelee ese Secs understand informal conversations in which Pee ere De ieee area Sere eee on cs coe! eed ee cee Soe cy B chyes? They sald you put thephonen abagotleeand apperentiyit cles tout You could ty that. Thatscuncs abitwetd tknow but there were ots of comments rom peoplessying thatIthad workes 8 Oi gveltatry whathavel gottolose? 1 Exact ts cheaper than buying (L) VOCABULARY SUPPORT cloim (82) -to make an offical request for money after an accident insurance (82)~ an agreement in which you pay an insurance company money and they pay your cstsifyou damage something, have an accident, injury, et. trick (82) ~an effective or quick way of doing something Weird (82) very strange and unusual, unexpected or not natural £ HEE Play Part 2 of the video or audio recording again for students to answer the questions. Answers FAUSEFUL LANGUAGE Making suggestions a Individually, students choose the correct words. Don’t check answers at this point. b Gl Play Part 2 of the video or audio recording for students to check their answers. Answers UNIT2 Modernlife 39Q ExTRAACTIVITY. ‘Ask students to cover 2a. Tellthem they have trish sentences from the conversation. Give the beginings and encourage them tosay theending. eg, How’... (the phone)? Not goed. The... (screen's frozen) Have youtried... tuming teff and on)? | was just doing thot, bu... (stl nothing. What about... taking the IM card out)? Put students into pairs to complete the sentences, then check the ansivers as a class by inviting four pairs of students to read out the four exchanges. (7D) LANGUAGE NOTE Point out that some phrases in 2 and 2c ae followed by the infinitive form ofthe verb, and others are followed by the ing form, + infinitive ing You/ We could Have you tried ...? Why don'tyou/ we ..? How about. Let's Whatabout...? Shallwe...? d Individually, students think of possible solutions for the problems. Monitor and help as necessary. Use this dril to give students controlled practice of the form ‘and pronunciation of ways of making suggestions. “Demonstrate by saying the prompt You could ask James for help. How about...? Then say the full suggestion with How about...? How about asking James for help2). Continue by saying the other prompts and asking students to say full suggestion, Why dont you open it?/Hove you tried... ? > Have you tried opening it? What about looking ontine?/ You could... > You could look onlin. Have you tried using the rice trick? Why don't you... ? > Why don't you try using the rice tick? Repeat the drill until students can say the suggestions with confidence. ¢ (2B Put students into pairs to ask for advice and make suggestions. Students take turns to be the one who has the problem and the one to offer solutions. Encourage students to use as many different ways of making ‘suggestions as possible. 40 UNIT2 Modern life www frenglish.ru LISTENING a (2B Put students into pairs to look at the photo and discuss the question. b @lEMM Play Part 3 of the video or audio recording for students to check their answers to 3a and 3b. Answers Video/Audioseript Part 3) aca Fantastic Flower. een H, Rachel I's Bey. RH) Becky Howarevout mgood, and guess what My phone's woridng Thatrie pick worked. EXACONVERSATION SKILLS Sounding sympathetic or pleased a ©RMaM Give students one minute to read through the conversations, then play the recording for students to complete the sentences. Anewers i that’ lla realy lad to haar that. b Discuss the question as a class. | Answers ¢ (2B Put students into pairs to do the activity. Monitor and check that students sound sympathetic or pleased. PRONUNCIATION Sentence stress a QEBIA Give students time to read the sentences. Play the recording tice for students to listen and underine the stressed syllables. They then check in pairs. Anewers td auringtt aff and cn ut ard cn so 24a je cin on our Aste Which kindof words do we sess? (nouns, verbs, adverbs, adjectives). Then aske Why do we stress these words? (because they carry the main meaning of our message). Put students into pairs to look at the sentences. Encourage them to read the sentences aloud as they do so. ¢ @RBMM Play the recording for students to check their answers. Then put students into pairs to practise saying the sentences. Elicit students’ ideas, but don’t check answers at this point.Answers ‘can fina my phan) Myecmuters broken. ve lost my ak 5 (have gy aroging solange at woth aly wed. havea be vam tomarrow. 5. Mygachas been mak TASPEAKING Students decide on a problem and make notes. Tell ‘students that it can be an imaginary problem. a stiange alse event nang there b 2 Put students into pairs to explain their problems tnd make suggestions for how to solve them. Go round ‘and moniter, bt don't interrupt their fuency. Then ask different students to say whether they were given useful suggestions by thelr partner. Q FAST FINISHERS Ask fat finishers to choose another problem, They should say they have done everything thelr partner suggests and explain why it didn’t work, Their partner must offer as many suggestions as possible forthe problem. During feedback, ask students to tell the class about their conversations and find out which students came up with the mest suggestions. “Workbook 2c -» Photocopiable activities: Pronunciation p.175 | unit Progress Test ‘© Personalised online practice www frenglish.ru UNIT2 Modernife 41Skills for Writing I'm going to look for a new job OPTIONAL LEAD.IN Books closed. Write the following headings on the boar: © good nws }@ bad news. Eli ree examples of good news that people might tll thir fiends and family and two examples cofbad news Wate the five plecesofnews onthe board (eg. I mgoing to get married. lostmy wallet) Then ask: How would you tell this news to your ends and fay? Write these options on theboard ina letter ~foce to face ~inanemail ina text message ina phone call online Put students into pairs or small groups to discuss their answers, then take feedback from the different pairs/groups. Are the answers similar or very different? Leave the ‘good news' ideas on the board forthe writing activity later in the lesson. SPEAKING AND LISTENING 2 Give students time to read the task and decide which aspect of their life they're going to talk about Encourage them to make notes about the details of what they would like to change and why. b Ca at students into pairs or small groups to discuss and compare ther ideas. Encourage them to justify their ideas as far as possible ¢ GIR Ask students to look at the photo of Tania and Lin and the photo at the bottom of SB p.29. Aske What do you think they're talking about? Why do you tink 40? Tel students to listen forthe two changes Tania is thinking about making, Play the recordin Audioscript tm Haveyou donethat resentation yet ‘ania Yeah, la yesterday How aidIego? T Wall you know, theusual hing I presente my ideas, everyone snl 2nd thenkec meznd then sldnothing 1 Sothey drt even ave thelr opinion “Te, butl could see they dirt Ue theldea.Theproblar wich the company’ wok oristhat they'econtiuingtouse the sameldeas and aren't thinking ‘encugh about new markets. 42 UNIT2 Modern life Theytenottinkingenaugh bout the phone app market. 1 is'tnatwt/tey employed you? 7 That'swhat thought. mean, vee wring therefor |ustover ayear now and they avert sald yosto any omy Ideas. When they offered me the ja, they sald things ke ‘Chyes, were vay intrest your create thinking and your problem-solngstlls but da they relly want to use | gat the fatng they den Yee its very dsappaintng. ee eR ee eee heen tt ey + understand an informal email giving personal news Seen eee et cnc thin less decided. ¥ Yeh, wal you cided to coma Irmgoingtoloaktfara new|eb, andivehere-maybel cando Realy? theappeste, 1 Yeah, i's getinghard to keep having postive sttude, 1 Icenunderstand that. and thaueheyour apa dea was realy geod one 1 Thanks. So elle, arethere 1 ¥iow! Thats avery big change wart to travel more and'm realy Interested Chinese culture 'laveto nd out ‘mare about 1 ell yes, everyone says there rmary)obstn Tin Heng kong? areplentyof Jobs mn Hong, 1 Inorg Kong? Why there? Kong butltsa btotacrazy T Wel, mttinirg about making ey, ablachange, 1 Well eculd befunt 1 what Going tthe in Hong kang? Q EXTRAACTIITY Write these questions on the board! 1. Whatdid Tonia do yesterdoy? 2. Whowos she tolking to? 3 What wos she talking about? 4 Was she hoppy with the response she got? Why?/Mhy not? 5 What does she think her company needs to think about? 5 How many other new ideas have her company said Yyes'to? 7 How does she fel? Put students into pairs to see how many ofthe questions they can answer, then play the first half of the recording again (up to when Lin says, ‘Yes, it's very disappointing’) Check answersasa class 1. Gavea presentation, 2 People at hercompany. 3 New ideas for phone apps. 4 No, because nobody said anything and she could see they didn’tlikeher ideas. 5 Newmarketsfor thelr phone apps. 6 None. 7 Disappointed). Make sure that students understand the meaning of market in this business context (groups of people who buy a certain product 4 GBM Give students time to read through the email Then play the recording again. They then compare answers in pairs Answers © CW Aste Would ary of you ke to work abroad? Is where? Why? For how Tong? If net, wy not? Discs the questions s a class. Then give students time to read Guestions 1 and 2 Pu stents into small groups to dlscuss ther answers. After afew minutes, nominate a few groups to share their answers withthe cas,EAREADING Tall students to read Tania’s email quickly and answer the two questions: Check answers as ass | Answers b Give students time to read the questions, then give them five minutes to read the email again, They then compare answers in pairs. Answers jar rote payn WRITING SKILLS Adding new information 2 Put students into pirs to choose the correct reason, ‘Then check answers as lass | Answer « After looking at the email and the key phrases init, ask ‘students how many paragraphs are in the email five). Ask “students why Tania has structured her email into diferent paragraphs. Elicit that doing this makes it lear that she has organised her ideas, and that each paragraph has a lifferent function or topic. Elicitthe function of each paragraph and build up the structure of Tania's email on the board, Paragroph 1: Opening paragraph /“smoll tlk’ about the recent post Paragraph 2: Main news Paragraph 3: Information about the job Paragraph 4: Ging to live in Hong Kong Paragraph: Closing paragraph /‘small tak’ about future plans Leave the paragraph structure on the board as support for ‘the writing activity later in the lesson. } Put students into pairs to complete the ativity, then check answers as a class by inviting three stadents up to the board to write the phrases. Answers Individually, students put the words in order to make sentences. www frenglish.ru d Tell stuclents that this next exercise focuses on how “Tania introduces additional information in her emails. Put students into pairs to complete the task. Then check answers as a class. © Put students into pairs to decide what the words/ phrases mean, Take feedback as a clas. | Answers (7D) Lancuace nore Apart om and besides can both mean ‘except for or'as wellas Apart fom the low solar, I's 0 great job! (except for) ‘He works until nine o'clock every day, and that's apart from the Work hedoes a the weekend! (= as elas) ‘sides his main jb, Joh oso writes ablog each week (aswell as} Amy doesn't have any family besides her sister. (= except for) ‘You may wish to write the folowing examples onthe board and ask students what the underlined phrases mean. 1 Apart from New York and Boston, I've also been to Chicago and Denver. (aswell as) 2 Besides the plano, con ploythe guitar ond the saxophone (= aswell as) 3_I'm free every day, besides Tuesday. (= except for) f Individually, students rewrite the sentences. They then ‘compare answers in pais, EAWRITING An informal email Tell students that they are going to write an email in. which they give some news, They can choose one of the topics in the exercise, or their own idea. If you did the ‘optional lead-in, students could choose one of the 'good news topies they listed there, Give students time to think about all the extra details they are going to write about in their email. Encourage them to plan how many paragraphs their email will have, and how they will divide the information up between those paragraphs. Ask: Which expressions will, ‘you use for introducing news and adding new information? Encourage students to include friendly opening and closing paragraphs in their emails. b CW Before stadents start writing their email, put them in pairs to compare thei ideas. Q FAST FINISHERS Fast nishers can role-play ving their news onthe phone or face toface. They canstluse the phrases You wont aleve his, but... And the best things... And) what's really exciting is. as these expressions may be usedin speaking as well as writing UNIT2 Moderntife 43€ Give students up to 20 minutes to write their emails Monitor and help if necessary. 4. students work with partner who they haven't worked, with so far inthis stage ofthe lesson, They exchange their emails, compare their news and assess each other's use of phrases which add information. To close the activity, nominate a few students to read out their response to their partner's enval tothe rest ofthe class. Give students feedback on their written work, focusing ‘on the structure oftheir emails and the way they used phases which add information when telling their news Workbook 20 44 UNIT2 Modern life www frenglish.ruUNIT 2 Review and extension GRAMMAR a Bb Individually, students choose the best answers. Check answers as a class by asking different students to read out the questions. Answers b Individually, students complete the text. Check answers asa dass Answers Have you ever imaghned vee already 2 vahantiven VOCABULARY 4 Put students into pairs to complete the words. Check answers as a class by nominating a few students to read ‘out the completed sentences ne Answers employee 5 pectic b Students match the words with the definitions. Check answers asa class. Answers bromser FAST FINISHERS Fast finishers can write down more definitions for technology-related vocabulary from the lesson, and use the definitions to testa partner. www frenglish.ru EXWORDPOWER look @ Individually, students do the matching task. They then ‘compare answers in pairs. Answers ld 2faba b Put students into pairs to match the phrases with the definitions. Then check answers as a class Answers leok or somathing/sor look something) ue look around somewhere 5 leokatter someonefsernething ok adectwe 1 © Individually, students complete the sentences. They then ‘compare answers in pairs. 4 CW Past students into pairs to ask and answer the questions in 3c. Take feedback as a class on the most interesting things their partner talked about EXTRAACTIVITY Inpais, students write four sentences using ook particle, but leave agap forthe particles. They then swap with another pair and complete the gaps. © Photocopiable activities: Wordpower p.171 Str acas) ‘Students look back through the unit, think about what they've studied and decide how well they did. Students work on weak ‘areas by using the appropriate sections of the Workbook, the Photocopiable activities and the Personalised online practice. UNIT2 Moderntife 45