Ste) tl) Dees ee Cet 1s understand information, texts and conversations and Bee cu eee ees ee ey peg enn ey talk about introverts and extroverts eee ee cary Reece er eas CEN] GETTING sTaReD @ GRAMMAR * Modals and phrases of ability = Aatiles @® vocaButary = Ability: bilty, achievement, bright, brillantat, confident at, determined, give up, inteligent, a postive attitude, success, successful, talented at 1 -ed-ng adjectives: amused, amusing, bored, bering, depressed, depressing, disappointed, disappointing, fascinated, fascinating, interested, interesting, relaxed, relaxing, satisted, satistying,teritied, terrifying = Personality adjectives: active, lively, sensitive, shy, sociable, talkative * Wordpower: so and such, and soon, oro, so far @ PRONUNCIATION = stressin modal verbs ® Sound and spelling: final -edin adjectives = Intonation in question tags (© COMMUNICATION SKILLS. = Describing people and their abilities 1 Describing feelings = Using appropriate phrases to offer and ask fr help Using question tags ‘iting an informal online advert Q OPTIONAL LEAD-IN Books closed. Write this gapped word on the board: E__0_A_I__.Askstudents to take tums to guess the [etterstofind the title of the unit. Tell them that tis is something we al have, but tis different forall ofus. Givethe class 10 chances to guess the word and cross one off every time they guess a wrong letter Put students into pairs and ask them to tell their partners how their personalities have changed since they were children ‘or whether they have stayed the same, Ask them to give ‘examples, Take feedback as a class and find cut who has changed the most since childhood. QW Ast students to look at the photo and the title of the unit, Personaliy, Put stadents into small groups to discus the questions. Tae feedback as a clase Suggested answers exTRAACTIVITY ‘Ask: Do you think these children ore lke this ol the time? Why? Why not? Do you think these two children's personalities will ‘change much os they grow older? Why/Wihy not? ‘Take feedback asa class b CQ Blicit the meaning of take after someone (to be similar to an older member of the family). Put students into pairs to discuss the questions. Take feedback as a class on the ‘most interesting people students talked about. UNIT4 Personality 59when | was younger OPTIONAL LEAD.IN Books closed. Write this word snake on the board: Ask two or three students to come up tothe board to divide the wordsnake into words or phrases. Encourage the rest ofthe class tohelp them. Checkanswers asa clas (skiing, communicating with people, music, computing, cooking, riding bike). Aske Whatare these things examples of (sil) Put students into pairs and ask them to divide the skills into academic skills (connected with study and learning), fe sills and physical skills, Take feedbackas a class. Suggested answers are below, but students may have different ideas: ‘academic sls: music, computing fe skills: communicating with people, cooking physical sls: king, riding a bike ‘Ask the class to think f one or tivo more skills foreach category. FEXVOCABULARY Ability 2 Give students two minutes to write down what they think they are good at. Encourage them to think of b 2B Put students into pairs to talk about the things they are good at. Take feedback as a class. Ask students to look at the title of the article and the two photos. Ask: Have you heard of Andrew Halliburton? What about Oprah Winjrey? Give students one minute to read the article quickly and answer the question. | ‘Answer exTRAActiVITY Write these questions onthe board. Ask students to read the article again and answer the questions. 1 What subjects Andrew Halliburton good at? (maths) 2. Why die eave university early? He thought the course was too easy) 3. What dia he do ater university? He cleared tables ina fastfood restaurant) 4. What was his chlahood lke? (His parents pushed him; he didn't spend enough time making fiends; other children did ike him because he was so clever - of atleast that’s what he thinks now) 5 What s Oprah Wintey’s most wellknown job? She isa TW presenter) 6 What was her childhood tke? (Difficult; her family had no money; she did well at school, 7 Did she fel postive or negative about her future when she wes young? (positive) 60 UNIT4 Personality At the end of this lesson, students will be able to PCT CURSE Feat (TT) CCM) | eae lexical set related to ability correctly SR ee ree ener ec Pee eee et ee te meee ests Progen een ce & cuvturE Note 1Q {intelligence quotient tests measure people's cognitive ability. The average resultis 100. Aresult over 130 is considered exceptional. Andrew Halliburton hasan IQ of 146. Stephen Haviking, Bill Gates and Quentin Tarantino areal reported to have IQs of 160, dd Students underline the correct words in the article. They then compare answers in pairs. Monitor to check that students are pronouncing the words correctly. Ancwers © Put students into pairs to discuss the words and phrases. Check answers as a clas. Answers (7D) LANGUAGE NOTE We tend to use have the ability to for specific talents, e He has the ability to sing two notes at the same time. Fora ‘normal singing ability, we would usually say He can sing, and fora very good singing ability He is talented at singing ‘We can also use the expression hove an ability n+ noun, 2g, «bright kids who have a particular ability in maths, musle or selence, Students work individually to complete the sentences. Check answers as a class. Answers & Give students time to complete the sentences. Point out that we use an -ing form of the verb after prepositions (eg, good at swimming). However, we use to + infinitive after need (e.g, You need to practise). Monitor and help as necessary. h 22 Put students into small groups to compare and discuss their sentences in 1g, Take feedback as a class on the most interesting things students talked about.FALISTENING G CULTURE NoTES ‘The listening compares two ‘early achievers’ (Tsung Tsung and Lionel Messi with two late bloomers’ (Vivienne Westwood and Andrea Boc + Tsung Tsung isa young classical pianist rom Hong Kong ‘who has now become famous nthe US and beyond + Lionel Mess sa footballer from Argentina who plays for FC Barcelona and the Argentine ni I team. + Vivienne Westwood isan unconventional fashion designer from Britain. the 1970s her style influenced the punk rockmoverent + Andrea Bocelis an alan singer. He is completly bind attr losing hssightin a football accident when he was 12 @ Qa pat students into pais or small groupe to discuss the questions. Elicit students’ ideas but don’t check answers at this point b @llim Play the recording for students to check which of their ideas were correct. ‘Answers “ung Tsung could ply thea Lord Mesias paying fetal at he. iMerneWetoodbecamea sues hin designer inher 3 boca baames bmous skal ange at 38 ‘Audioseript reseaten That was Rinslo-Korsakovs Fight of the Bumblebee, apece ‘whlch was recent perermedtoa ve audence on TY by ash yea ‘ld boy called Tsung Tsung Taune Tsung could play the plano when heweethree Arte age five, an tarnet ip wth hm athe plana made famous. Now, hesays,hewants tobe ble toplay ke ozart our question tay s Do we haveto startyoungtosucceed? ‘evel heacabout Hes the Teung Ture, bright hids whohave a particular bly rsa, muse, mathsrslence Butdo they gow up tobe succesful adults) and fyoureover20 nd you hven'tachieved your goals sitoo late? Ed lckey’s been lockingintltforus- £4, ‘whathavayeu found out 1» OK, well clearly some talented children gon to da very well 35 ‘adults. Take Lionel Mess He started playg foothallon thastest at theageof five. Soon, he was paying against much older bays and they could gat the bal of him He was so good that he was able tofotnthe Barcelona unlorteam when he wae Land achieved Intemattonal success 3120, Now hes anect the greatest players in the worl Area sucess story 1 Yes But whats suprising that most ofthese talented clan ‘when they grow up con't setuallyachlevemuch more than other adults recent study followed a group oftalentedchilen fom 18T4untl now, Less than 5% managed to becamevery suecessfl adults. Thatdoes sem surprising And now othe good new fyouhavert achieved your goals by the time you're 30, don'tgveup! Plenty of peoplehave found success ‘much ater ie. Bish fashlondesignarYWienne Wastwcds rst jb sen tearing She ahuays wanted ta bea designer, bucher ‘ocesflfashon career tbegin uni she was 30 when she stated rang clothes for shen i Lend called et tack. Than there's dea Bacall. He's been abletosingwallsiceheuas a chil, buthedd'cbacomes famous classical singer unl ha was 36 ACA, hisalbum became the mast successful classical album bya sla artist falta, wt 5 millon coples soldarourdthe work P Sotodowellat something, medon'thaveto begond atitata young, 261 www frenglish.ru 1 That right in most cases talent develops wih axpevienca You naad to practise, make mistakes, get ustrated eam fom your mistakes, practise more... itshard work Youneed alot ofpatirce alatof deterinaton, Contdence are apostive attudehelp, 190 Say 10 yourselt ‘can dat And ust may you wl And don't wory your 2-year-old chi ean'tplay theplano. Maybe they'll beable to doit ntheyrea bt older. Ed, youve gen usal pal Thank youvery much ¢ GRE Give students time to read through the sentences, then play the recording again. Students Compare answers in pair. Check answers as a class. Ask students to correct the sentences which are false. 6 F Hebalove thay learn rom thelr mistake Q exTRAAcTIVITY Aske Of the four people you've just heard about, whose story do you find mostintrestng? Why? Putstudents nto small groups todscuss the question, then take feeaback as a clas to geta general sense ofhow the students feel about the four people. You may wish to ask How do you think Tsung Tsung and Mess’ careers willdevelop inthe future? 4 2 Give students time to think about whether they agree or disagree withthe statements and why. Fst put students into pairs to discuss their opinions, then Dut prs with other pairs to form small groups to Extend and develop the dlcusion Take feedback as Alas to find out hte stdens generally apee o& disagree with each eaternent GRAMMAR Modals and phrases of ability a Individually, students underline the words and phrases. Check answers as clas, Answers b Put students into pairs to complete the rules, then check answers as a class. Anowers 2 could wa 3 beableto 44 5 manager UNIT4 Personality 61¢ @RWMM Pronunciation Give students time to read the first pronunciation tas, then play the recording. Make sure Students can pronounce the unstressed could kod correctly. Get them to repent the sentence afew times | Answer + Give students some controlled practice of the language with this substitution drill. For the first sentence, they listen and repeat. After that, they use the word you give them to change the sentence, Make sure students are stressing the sentences correctly. Jean swim. Icon swim, she > She can swim, could 9 She could swim. he > Hecoula swim, couldn't Hecouldn't swim, swim to theisland - He couldn't swim to the island. wasableto >> Hewas able toswim to the/sland. We Wewere able to swim tothe island. ‘manogedto _-> We managed to swim to theisland. Go through the drill once slowly, then once or twice more ata faster pace until students are producing the sentences comfortably d QBMM Play the recording for students to listen and decide which word is stressed the most. Ask students to repeat the sentence | Answer © Put students into pairs to discuss the pronunciation rules, Check answers as a class. | Answers F Individually, students complete the sentences. They then ‘conapare answers in pairs. Check answers as a class. Answers 62. UNIT4 Personality www frenglish.ru © creru students at this level make erors with the verb forms which follow these modals, eg, Heeansang-venHel or Heeante- sing (Correct form= He can sing ., Feyworrtbeableagree {Corract form = They won't be abe to agree) However, mos problems relate to meaning and use Students don’t use beable to enough when talking aboutan achievement on one occasion or future ability, eg Houde ‘isphone numbe-so cold hen (Correct form=| was able to find...) Well carvvisit arab (Correct form = We'llbe abe to vist.) They overuse beable to when talking about general ability, eg. Fear be ablete cook chinese food (Correct form «can cook). They may also confuse could and can, eg. Heeom swallwherhewas ninemonthsold (Correct form = He could wallk...). ¢ D CBM students read the information in Grammar Focus 44 on SB p.138, Play the recording, where indicated and ask students to listen and repeat. Students then complete the exercises. Check answers asa class. Tell students to go back to SB p46, ‘Answers (Grammar Focus 4A SB p.199) students five minutes to make notes on the topics. Monitor and help as necessary. 1 QW Pat students into pairs total about the topics. Encourage students to listen carefully to ench other and to think of questions to ask at the end. Take feedback as class, ENSPEAKING a Adk the class a few questions about the graduation photo: Whats just happened? How's he feeling? Give students time to read through the topics and prepare ‘what they are going to say. You may wish to give a short, personal example of your own as a model. b (2® Put students into small groups and make sure each student gets a chance to talk for a minute or so, Encourage students to listen carefully to each other and to think of questions to ask at the end, Monitor for correct usage of vocabulary to tal about ability and modals and phrases of ability. Take feedback as a class. Q FAST FINISHERS Ask fast finishers to discuss which of the points in 4a can help ‘someone to learn English well and why. Check thelr ideas uring class feedback. See ifthe rest of the class agree, “Workbook 44 ‘© Photocopiable activities: Grammar p.161, Vocabulary p.167, Pronunciation p76VR TT) introvert? Q OPTIONAL LEAD-IN Books closed, Ask students to stand up. Make sure two areas of the classroom have enough space fra the studentsto stand in, ifnecessary Ask Which do you lke best - mornings ar evenings? Indicate among’ area ofthe lass and an ‘evening’ area of the class. Students have to make a quick decision and move tothe appropriate area They can briefly talk tothe others there about why they lke that option best Ask the fllowing questions: Vihich do you tke best _- reading books or watching films? staying nor going out? working alone or witha team? the cityor the countryside? summer or winter? lorge or smoll partes? If students can't move around the class they workin small groups and write down thelr choices in secret before revealing them to the rest of the group and giving reasons for their choice Pea eRe See + use -ed and -ing adjectives to talk about things, Pena + understand an article about introverts lexical set of personality adjectives correctly Sree teary Seneca pestis experienced stron exTRAACTIVITY ‘Ask students to read the description ofthe book an the reviews in more detail. Write these statements onthe board and give students ve minutes to read the texts again and decide ifthey are true o fase 2 Introverts and extroverts need diferentamounts of sleep. (true) 2 Susan Cainisanintrovert (true) 3. JDliked speaking in public at schoo. false He/she was cen tered) 4 Quict'compores the way introvert ore seen in diferent countries. false ~ Susan Cain only writes about society inthe USA) 5 ‘Thinker’ did’ find the Information about busines nthe books very interesting. (true) ENVOCABULARY -ed/-ing adjectives a 2B Put students into pairs to discuss the questions, ‘Take feedback as a class, Ask who thinks they are introvert and who thinks they are extrovert. & cuLTURENOTE ‘The 2ath-century psychologist Carl Jung identified introverts and extroverts as two basic personality types, According to Jung's theories, everyones ether an introvert (with their focus directed inside themselves, towards their own thoughts and feelings) or an extrovert (with thelr focus directed outwards, tothe people around them and the outside world) Itis generally agreed that this division is to simple and ‘most people are ambiverts, falling somewhere on the scale between introvert and extrovert. b Give students time to read the description of the book and the reviews below it. Allow them time to make notes about their ideas, then put them into pairs to discuss the question, Take feedback as a class. © Individually, students match the words with the ‘meanings. Check answers as a class. d_ © RBM Pronunciation Play the recording for students to listen and complete the table. Don't check the answers yet. You may wish to point out that the pronunciation of the -ed sound in these adjectives follows the same rules as the pronunciation of regular past simple endings ¢ @lBEM Play the recording for students to listen, check and repeat. Anowers sa ful fap £ Ask students to look at the illustration of the man with the book, then put them into pairs to match the sentence halves. Check answers as a class. | Answers UNIT4 Personality 63Put students into pairs to complete the sentences. Check nswers as a class Answers fh Individually, students make notes on the topics. Monitor and help as necessary. 1 C2 Pat students into pairs. Make sure they understand how the activity works by demonstrating with an example ‘of your own for them to guess. Monitor and listen for correct usage of ing and -ed adjectives. Take feedback as a class GAREADING Tell the class that they are going to do a quiz to find out if they are an introvert or an extrovert. Give students about five minutes to read and do the quiz. Once they've counted up their Yes answers, they go to SB p.128 and read about their results Put students into small groups to compare their answers and tell each other whether or not they think the results| describe them well. FAST FINISHERS Aska fnishers to tink of two more statements they ould add tothe quiz, one for an extrovert and one for an introvert. Tey can read their statements to theres ofthe class during feedback and see which students woul tick Yes of No. 'b Put students into small groups to share what they know about the four famous people. Take feedback as a class © Give students up to 10 minutes to read the article and check their ideas. Take feedback as a class. & CULTURE NOTES Mahatma Gandhi helped to gain freedom for india but he lived a peaceful life and avoided too much attention, He once sald, ina gentle way, you can shake the world: Rosa Parks named her autobiography Quiet Strength People described her a timid and shy but with the courage of lin Mark Zuckerberg became the worla's youngest billionaire in 2008, four years afer launching Facebook. Hels quiet and thoughtful and described by most people who know him as anintrovert Angelina Jole, Oscar-winning actor, has visited mere than 30 countries as pat of her work forthe UNHCR (United Nations High Commissioner for Refugees). she says she likes staying at hhome and describes heselfas not very social Vincent Van Gogh spent many hours painting alone. He is quoted as saying, ‘often whole days pass without my speaking to anyone [Abert Einstein, who developed the Theory of Relativity is quoted as saying the monotony and solitude ofa quet life stimulates the creative mind’ 64 UNIT4 Personality www frenglish.ru Allow students time to read the questions, then give them up to 10 minutes to read the article again and answer them. Tell students not to worry about the ‘words in bold at this point. Put students into pairs to compare answers. Check answers as a class. Answers ¢ CO} Give students time to think about their answers, then put them into small groups to discuss the questions. ‘Take feedback as a class ENVOCABULARY Personality adjectives 4 Individually, students complete the definitions. They then check in pairs. Answers Put students into pairs to decide which adjective describes each person. Check answers as a class. You may wish to elicit the difference in meaning between sensitive (easily upset by the things people say or do) and sensible (based on or acting on good judgement and practical ideas) Answers Q exrraacrivty Ask students to think of and write down the names of famiiy and friends tat the six personality ajectves describe. Put studentsinto pairs to talk about the people they listed, using the sentences in 3b as examples. EAGRAMMAR Articles Students do the task individually. They then compare ‘answers in pairs, Check answers as a class, Answers b Put students into pairs to complete the rules. Check answers asa class. |Fwww frenglish.ru © ore Errors with articles are very frequent at this level: students ‘often mix them up, add them unnecessarily, or miss them out altogether. They may use the or a/an where no article is needed, especially before time periods, eg. Thelast week-twas + (Correct form = Last week...) and uncountable nouns, 2g. Weneed a new-sofeware (Correct form= We need new software). There is often confusion about nouns that have both countable/specific meanings and uncountable/general ‘meanings, such as school, life, work and time, e.g. When wilt -shestart the-sehool? (Correct form = start school) Students may miss out the before nex, frst and last, especially when talking about time, e.g. Wehad-apertyon- Jastday (Correct form = ...on the last day). This is also true of the following words: the cinema, the countryside, the ity, the same, the time, the park Similarly, students often omit an aRer have, e.g. fyouhave- problem, callme! (Correct form = Ifyou havea problem... Also, before these words: a very (eg. good idea), a new (eg, key),4.good (eg, holiday), a ot, afew, a big e.g. mistake), along (eg. time). <¢ D © students read the information in Grammar Focus 4B on SB p.138, Play the recording where indicated and ask students to listen and repeat. Students then complete the exercises. Check answers asa class, making sure students are using the correct articles in their answers. Tall students to go back to SB p.49. Answers (Grammar Focus 4B SB p.138) Give students up to ten minutes to write a paragraph individually. Monitor and help with articles as needed. © In pais, students read and check each other's work. Encourage them to comment on the content of their partner's writing so that they're not only focusing, on the ‘use of articles. Monitor and point out errors for students to self-correct. EXTRAACTIVITY Books closed. Put students nto teams. Say the qulz ‘questions below. Teams write down the answers. Check answers asa class nd give one point for every correct answer and one point for every correct use of articles, 2. Which animols hove black and white fur ond eat bamboo? (@ Pandas) Inwhich seaor ocean are the Canary Islands? (the Atlantic Ocean) How oftenisit3 octock? (twice/two times day) Where is Manila? (the Philippines) Who works in a clinic and looks ater your teeth? (a dentist) When you travel by taxi, who do you gie the money to? (the driver) 7 Which river begins in the mountains north-west of Moscow «nd finishes inthe Caspian Sea? (the Volga) 8 Where ore Chad, Togo and Malawi? (@ Africa) EASPEAKING Give students time to read the task and tell them to look at the speech bubble below Sb. Give students up to 10 minutes to think about what they are going to say. ‘Monitor and help as needed. ‘Students sometimes need help to come up with ideas for a task like 5a, Before they work individually, spend a short time eliciting ideas from the whole class. Ask for examples ‘of possible experiences forthe different ideas in the box ‘and possible feelings. Put some of these on the board. to encourage weaker members ofthe group (or the less creative). Tell students that ifthey cannot think of areal ‘example, they can invent one. b CW Put students into small groups to talk about their experiences. Monitor, but don interrupt fluency unless students make mistakes with articles and -ing/-ed aujectives. Take feedback asa class and ask students to say which ofthe stories were mos interesting and why. Workbook 48 © Photocopiable activities: Grammar p.162, Vocabulary p.168, Pronunciation p.176 UNIT4 Personality 65NCNM aT DOSE Meu Ee OPTIONAL LEAD-IN Books closed. Write Help on the board in a speech bubble and putstudents into pairs or small groups to make a list ofthe kinds of help people can give and receive. After afew minutes, build up alist of ideas withthe class Weteit on one side ofthe board so you can leave there throughout the lesson. The list may look something lke this: ‘manuol/physical work (eg. iting and carrying) Jobs around the house (eg, DIY housework help with your studies ~ technical help (e.g. with computers and other equipment) medical help (eg. First ai) emotional support ~odvice obout work EALISTENING a (Q Put students into pairs or small groups to discuss the questions for a few minutes, then take feedback as a class b (2 Tell students to look at the photo of Tom. Ask: What's he trying to show? Why? Take feedback as a class and write students’ suggestions on the board (adding them to the list already on the boned if you did the ‘optional lead-in). Don't confirm answers at this point. ¢ ©ELM Play Part 1 ofthe video or audio recording for students to check if their answers were correct. Answers Video Audioseript (Part 1) zeny Ani theseare the photos. ‘You haven'tsaen the ones of cur holiday, haveyout ‘ace. No, have‘ Oh, wou That’sagret photo. Tha'sthe hotelyou stayed rt Yes Andtharesthe beach, e was erly afew metres em t hotel Wow, Becky theseare realy good. 1 Thanks | enjoyedtaking them 8 They'reamazng Aetwally cant ska bigtavour? You know 'm ‘making nen website, don't Your Wal, id same photos oftheshop fart. Doyou think you could akethemt 8 Hm mnotsure mnota reat photogephe ts }sta hobby. But realy ove yourpictures. wilyoudoit) youresure flav ta, Great) 18 So, Mark, Tom told me about yourintemet shopping mista, ‘ou boughta cds desk Instead ofan adultong, didnt sua 1425 an easy mistake to ‘make-couldhave happened to aryenel anyway, tall tuned foutwalin he end, Actual I'm going to get he desk on satuidey 8 Ch, doyou needa harm sute Tam wl hp, ‘oH Ohyes?Youllnesd abitor ‘muscle! fa Itwould be greatifyou cul, would'tt, Markt 4 Ya, as wondering howl was goingtorraveiton my. oun, “Thy not? ut could askyou a favourin tum, Rachel? Yes ofcourse What? ‘rtelyou ater. 66 UNIT4 Personality ae ee eRe eae eee oe eee roa See ans Se eC crcy eee question tags Sere ete ee es) ere Dee ene een ere sca d d_ ©EEIN Give students time to read the task, then play Part 1 of the video or audio recording again. Put students into pais to discuss the answers, then check € Blicit the meaning of a favour (a kind action that you do for someone), Point out that, at the end of the video, ‘Tom says to Rachel, ‘Could 1 ask you a favour in return?” When Rachel asks what he needs help with, he says, ‘TIL tell you later’ Ask: What sort of help might Tom need? If you did the optional lead-in, refer to the ‘Help!’ list on the board. EXCONVERSATION SKILLS Question tags a. ©HIEA Give students time to read the task, then play the recording for students to listen and match the question tgs withthe ses | Answers b Put students into pairs to complete the rules. Check answers as a class. Remind students that for past simple sentences when the main verb isnt be, the auxiliary is aide’. | Answers € Students do the task individually. They then compare answers in pairs. AnswersPRONUNCIATION Intonation in question tags 2 GIEEM Give students time to read the question. Play the recording for students to check the into | Answer helntonation goes down. b GBM Play the recording for students to check the intonation. Answer he ntonation goes up Check students’ understanding of intonation in question tags. Tell tem you're gong to say some sentences with question tags and tat they have totellyou ifyou're checking Something of asking a teal question Make sure you use fllingintonation when checking and rising intonation when asking rea’ questions. You ie swimming, don tyou? (checking) {saw you at the cinema, cd? question) Thatman used tobe an actor, a'the? (question) Were going to miss the bus, rent we? checking) Q exrraactviTy Ask students to look again at questions 1 and2 in 2c Put students into pais to read them both as if checking something they already thinkis true, with falling intonation They can then ty reading sentences 3-6 a real’ questions, with ising intonation EALISTENING a. © Remind students that Tom wanted to ask Rachel 4 favour, Play Part 2 ofthe video or audio recording for students to choose the correct words, Check answers as a dass, Answers ages \Video/Audioscript (Part 2) ImcnEL So,whatdoyou need? Yesof course could. Oh, thats ‘Tom Well mgoingtoaskBecky brillant tomanryme seca iat ar=you two gossiping 1 Won, that greatrens! ‘about? ‘Thanks, but! wonderedifyou. 1 Oh nothing! cauldcomevwith mata buy the fing 'verever done ts belore ‘andidorithnaw where ta stat b C2 Put students into pairs to look at the photo of ‘Tom and Mark, Students say what is happening. Elicit students’ ideas but don't confirm answers at this point. www frenglish.ru ¢ © Play Part 3 of the video or audio recording for students to check thei ideas. Answer mistelping Mark getthe dex Video/Audioseript Part 3) ann Goon. Fuliealtharcer. T LetSdo[t together, bath sida. som Joon fs toa heal M Were almost there Goon, 1a, it'snot gong to werk Allright Putitdown, T Letsmove t sross. T What iemade of? Alaghe Ready? ne, tw9, eta, vee Tob dona Resi? Allright One two, three... No, putitdawn, putitdown, 4 Qa Give students time to read through the topics and think about their ideas. Put students into small groups to tell their stories. Take feedback as a class. IEIUSEFUL LANGUAGE Offering and asking for help a @\REM Give students time to read through the phrases, then play the recording for them to complete the sentences. Answers ndered b Put students into pairs to add the phrases to the table. Check answers as a class, then tell students to practise saying the complete phrases in pairs. Anowers © Inpairs, students complete the table. Answers offers tohelp you need hand Could faskyoua avout isthetesomething!cando? wondered f you cou How can help yo dd. Students read the conversations and complete them in pairs. Check answers asa class. Put students into pairs to practise reading out the conversations Answers uid askyou a favour wondered fyou oul UNIT4 Personality 67EEASPEAKING 2B Divide the class into pairs and assign A and B roles. ‘Student As go to Gb. Student Bs go to SB p.128 and read the instructions. b Give students about five minutes to read their role cards and prepare what they're going to say in each conversation. ¢ Ca) students have their conversations. Monitor, but don't interrupt fluency. Listen for correct usage of phrases for asking for and offering help. Take feedback asa class Q FAST FINISHERS Ask fast finishers to role-play another situation asking for help with something. They can think of the situation themselves, or you can give them an idea, e.g your caris getting repaired and you'll need some lis fortwo days. Ask them torepeat the roleplay forthe class during feedback Workbook ac © Unit Progress Test ‘Personalised online practice 68 UNIT4 Personality www frenglish.ruSkills for Writing Poe u Cure OPTIONAL LEAD-IN Books closed. Write FOR SALE and WANTED on the beard and ask: Where do you see these headings? (written adverts) Discuss the following questions as a class: Wihat do people advertise for in'Wonted adverts? (volunteers, furniture, companions) Where do you see them? (websites, magazines, newspapers, shop windows, noticeboard) = Hove you ever written one? Have you ever responded to one? Tell students they'll be writing an informal advert at the end of the lesson, SPEAKING AND LISTENING a CWP students into small groups to discuss the questions. Take feedback asa class. b ©iltam Tell the dass they're going to hear three people talking about a website they have used. Play the recording for students to decide the purpose of each website Pre teach volunteer (a person who does something, especially helping other people, willingly and without being forced or paid todo i answers ‘Audioscript SEA Last year, | had some feetimeand abit ofmaney to spend "i alays wanted to gowalldng and elimbingin the Himalayas, but Ilr wane 1 goon my own and nono my ands wanted to go. Sofeund a webstecaled Travel Grogs, whereyou can contact ‘ther people who want to goto thesarmeplaces 3s you, and you canjoln up and go together as group. Anyway, found three other people to gowlthand we allmetTn Dain north ndla and we travlled together worked out relly wal. | think websttoske thls area good Idea becauzelot of pepledar’twant ta avalon thelr ‘on, andi works as longs evaryone’sraasonablysoclaba. ‘que selt-confdent andi think!'m an extrovert, sol thinki'm quite good a getirg on with people and making ends suva | had afew months of ater university, 90 looked on theintemet| for volunteer work and founda really good website forlast-minute volunteer be called the Volunteer Community reject twas good becauseyou can arange things straight away and they pay your fares, ardyou getbase accommadatn andfaed. You don'tearn ‘money, but you den relly spend much ether. went to London ‘and werked thre with young eilaren ram problem fails aint have ny expetance, but that doesnt rater You [ust need ta be able to get on with ds and understand what they need. never realised before, but actually seers Ike ve gota natural talent for teaching chien. Sot wasa really great expertence and now Ive ‘decided to train asa primary schol teacher ‘eyo rally node to eam some money and Icouldr'geta proper Job, Someone told me abeutthls wabsie called Short Work where peoplectfe shorts fora few days ora couple of wecks that they need doing, ke helping outwith things or fang things for peape I mqultegeod atthings ke that, and I know bitabouteletlty Ree eee ee + understand people talking about websites they used + understand online adverts Sree eee mr Ree oy Seen eee and plumbing. found this advert fer arity wha’ve go alge house and needed someone to do some basic wark onit Sol went ‘along snd chatted other, andthe gave me hej. think they could see that! was qulte serious about are was determined to workhar, twas really goed. was only there fortwo weeks, uth that mel managed to clr thal garden, mene! her gaan Fence, | painted threeroomsfor them, and | got thelr chen ight working Sonot oa fortoweeks' work, extpaactvity ‘Ask questions about the photos to help students predict what they will hear Photo a: Where do you think these people are climbing? Photo b: How old are these children? Why do you think they're here? Photo : Is this man working in his own garden orn someone ‘else's garden? ‘Take feedbackasa class. © @\BIAN Give students time to read through the topics. Play the recording agin, Pt tudents in pais to compare their answers, then check ansvert asa cle Answers dC Put students into pairs to discuss the question, Take feedback as a class UNIT 4 Personality 69EAREADING 2. Give students two minutes to look through the adverts and complete the task. Check answers as a class. Answers Aerts dates rtmes,money traveling, pes of pe faves dats ortmes Noes ofpeape Wot Aajertc dates or tes, money, ype people wr (71) VocaBULARY SUPPORT ‘domestic - (82) belonging or relating to the home, house or family duty (81) something you have to do because itis part of ‘your job, or something that you feels the right thing to do ‘plumbing ~ the work of connecting water and other pipes in a building Students read the adverts again and answer the ‘questions. Put students into pairs to compare answers, 3 maleor female under 30, reasonably M, 2a Advert 1 teaching leading 3 positive andautgl Ave atonal pay groups fen painting fing eal probleme 70 UNIT 4 Personality www frenglish.ru EAWRITING SKILLS The language of adverts Put students into pairs to match the sentences adverts. Answers 2he 3b 4 the Discuss the questions as a class. Answers 156 234 Individually, students identify the purpose of each section. Check answers asa class Answers 4 b2 6149 4 Point out that these reduced expressions are useful in wanted’ looking for’ adverts because they communicate the advertiser’ requirements very clearly and simply. Answers 1 Ne axoarencer 4 No qualficaions aquired, (7 LANGUAGE NoTES ‘The expressions in 3d are reduced passive forms in which the verb be is omitted. They catch people's attention without sounding too formal. 'No.experience required. Climbing experience prefered. No qualifications ere required In the case of3, the article has also been omitted. Avolunteeris needed, ‘This kind of telegraphic’ (only using key words) style is often used in newspaper headlines. Reducing the number of ‘words means larger lettering can be used: the overall effect is attention-grabbing. © Put students into pairs to write sentences. Take feedback, asa class. Answers 1 Assistance 2 Adkving leerceis require 3. Amer fame under 40's secemnodations rcwww frenglish.ru EAWRITING An informal online advert Tell students they are going to write an informal ‘wanted’/looking for’ advert. Put students into pairs and give them up to 15 minutes to choose a topic, discuss their advert and plan it, Monitor and help as necessary. Remind students to think about wording the advert so that i's not too formal, and encourage them to include ‘reduced expressions like No experience required. Then give a further 5-10 minutes to write the advert out in full, Even though they are working in pairs, each student should write out their own version of the final advert. Make sure they write their name on it. ‘Asyou may nat get the opportunity to check the written, work unless you take itn at the end ofthe lesson, use your ‘monitoring time to point out errors and encourage sel correction at this stage. Focus on the points covered in the lesson, but also look out for basic grammatical, vocabulary ‘or punctuation mistakes too, b Students do a final check oftheir wor using the two questions, © When all the students have finished writing, they ‘exchange their adverts 90 that each student has a Jifferent advert to look at. Give students 10 minntes to write a reply to their new advert. ‘When everyone is ready, tell students to give their responses — along with the original adverts — back to the advert writers. In pairs, students look at the two responses and decide who they think sounds more suitable and why. ive the class feedback on their written work, focusing on the level of formality they used in their adverts and on how effectively they used reduced expressions. Q FAST FINISHERS Ask fast finishers to write another short reply to the same advert, but this time they should write it from the point of view of someone who is not suitable. They should give this back with their other reply tothe advert writers. “Workbook 40 UNIT4 Personality 71UNIT 4 Review and extension EXGRAMMAR Put students into pairs to tick the correct sentences. ‘Check answers as a class. | Answers b Individually, students choose the correct words. Check answers as a class. | Answers € CW inividuaty,stadents work to compete the questions, Check answers as a class. Put students into pairs to ask and answer the questions, | Answers EAvocaBuLary a Cl Individually, students choose the correct words, Check answers as a class. Give students time to think about which sentences are true for them, then put them into pairs or small groups to compare their answers. | Answers b Individually, students complete the task. Check answers asa class | Answers EAWORDPOWER so and such Individually, students do the matching task. Check answers as a class. | Answers Put students into pairs to complete the rules, lr (71) LaNcuace note When we say such a or such an, the two words have linking sound: Thatwas such_a good meal He's such_gn_interesting person. When so is followed by a vowel sound, we often use a /w/ sound tolink the words smoothly: He's so_)w/ interesting. 72. UNIT4 Personality www frenglish.ru Q ExTRAACTIVITY Do this drill asa class to give controlled practice of so and: such for emphasis. Encourage students to say the sentences vith the stress on so and such and with a wide intonation range to express feeling. ‘She sings so well./ good singer + She's such o good singer! He drives so badly. / bad driver -» He's sucha bad driver! ‘She eats s0 slowly. / slow eater - She's sucha slow eater! She's sucha good singer!/so. “> She sings sowell. He's sucha bad driver!/so - Hedrives so badly. She'ssuchasiow eater!/so__-» Sheeatsso slowly. Individually, students match the meanings with the words. Check answers as a class. | Answers d Individually, students complete the sentences. Check answers as a class. Answers ¢ (2B Put students into pairs or small groups to think of different famous people to complete the descriptions. Take feedback as a class. Q FAST FINISHERS Ask fast finishers to write two more gapped descriptions for famous people, eg. ‘acts so briliantly issuch clever writer. During feedback ask the class to complete the descriptions. | Photocopiable activities: Wordpower p.172 Prana ‘Students look back through the unit think about what they ve studled and decide how well they did. Students work on weak areas by using the appropriate sections ofthe Workbook, the Photocopiable activities and the Personalised online practice.