=> speakout 7° Advanced Teacher's Book with Resource and Assessment Disc 1B] B/C] Damian WilliamsTEACHER'S BOOK Introduction Teacher's notes Resource bank Students’ Book contents at Welcome to Speakout Second Edition 9 Overview of the components 10-11 ‘Aunit of the Students’ Book 12-15 ‘Additional components 16-18 Workbook 16 MyEnglishLab 7 ActiveTeach a Website 18 Speakout Extra 18 Teaching approaches 19-22 The Global Scale of English 23 Index and Lead-in 2 Units 1-10 25-132 Photocopiable activities index 133-134 Photocopiable activities 135-184 Teacher's notes for photocopiable activities 185-194 TEACHER'S RESOURCE AND ASSESSMENT DISC Extra resources Tests Class audio scripts Class video scripts BBC interviews Worksheets for BBC interviews Unit tests Achievement tests Mid-course test End of course test Test audio Test audio scripts Test answer keySTUDENTS’ BOOK CONTENTS Pee ENN [oo ame eae eee eee PPI warsinanamer |trecortovousaspect | phases wth ame unsvessed avai verbs. rad anaricleabout names page 8 TE] what are you ike? —|aeserbing nae Peronainyidemefer |sresedunstesea witvoud | rade questonnare about age it people language ering TEM Piciure perfec |specinine nope canneced sped tnting, [read about photographie page ie ion poate TM Francesco's Venice page 16 Redd a Ody OR en alee Ne luk al ERIM Viords of wisdom? | ivethetia conditional: past [learning andexperence: | double conactions tends rte about page20 metaphors 0 aed bad ace FIC changing your mind | vem paves colecations opinions word ates read an exay about page homelessness FEM viho doyou trust? | nteducing opinions ims of oprion inanationforemphass [read an artcleaboat he pape 26 mos a east tasted, professions EW chess master pase 28 Cees ns ERIM Lonely planet |ounphases anascpes, fra sues:comound nouns” |read dee texts about age orctves memorable haiey moment reas cy gle BEM Home from home |rltve coves Fyedecvesrprefines |loe/shor vowels read about fomovs hott age 35 FRM Welcome to perfect [matings propo aayite hing aren snes read wo ariceabou soatons city page 38 tburan probes EM tondon ge 0 Sete Fight for justice inioductry crime callocatons: pauses and chunking read anartile about a age as exeal chunks | miscarriage of ustice Social issues the perfect aspect socal issues ess pattems page «7 Do the right thing [expressing hypetheucal | decisions | Intonation: adding emphasis | ead about real We hero page 50 preferences oer en Family secrets |modalverbsand elated | iioms: secrets Feonsected speech:etsion ——|readatuestory pase 56 sheases Truth or myth? [the passive ‘Wath or myttemalttward | sess mulirword verbs ead about evenday mas pages verbs Fret menoties __|makinga point Journalism Intonation: appropracy Tead about investigative journalism DVD-ROM: (ovo cies ano scripts EBA INTERVIEWS AND SCRIPTS, (CLASS AUDIO AND SCRIPTSTame) Et talkabout names [on write a personal profile TIsten toa rato programme abouts personaly test seuss the results ofa personaly test listen to dscussion about photograph poral speculate about people based on thelr porate Francesco Venice vach a BAC documentary aout rice ‘deserve a Wesaured possesion wrtea dasepion ofan abject talkabout wonsaf wisdom Tsien 193 ratio programme about a ing library event dacuse controversial eas fwriteaciscureive ey Tsten toa discussion about siworthiness ‘dscussdiemmas at work “The Young chess Master vaich » 88C poarsnine! about a young chess prodigy Take partinapenel asausion fart umimary describe holiday memory write a guidebook enuy listen tan account of homes around the world talkabout an alternate’ home stent proposal for «cy Improvement scheme make a proposal ‘Gre day in Landon vaich a BBC programme aout Landon resent» documentary prapozal rites proposal fore documentary ‘atkabout criminal justice listen to people descibe someone they adnive discuss soca ses writeaproblem-solution essay Tsien to discussion about winessing aime ‘decuse moral dilemmas ‘The Con Artist waic a BAC programme about a con artist Tecoura cme sory witea short article Ist to. rac programme about secrets talkabout secrets fartea arratve debunk myth Tsien 10a conversation about Wikeaks discuss Teedom of information ‘New ¥orks Abandoned Island: watch @ BBC progamime about asecret sand Talk about secet places in your ay ita secrets guideSTUDENTS’ BOOK CONTENTS Future gazing ae 68 EU ecm Proce eeeen fatre forms predictions Eee fons connected speech: usliary verbs fen read about the fer future ‘global language? | concession clauses language Intonation: ancesioncnueee | rend about a rade propramme page 71 Trendsetters page 74 [descrblng cause and effect | rends [connected speechvswallowed [read about how wend spread sounds Tech Trends page 76 Pease aac cel free’ The great escape | cleft sentences cllecations word stress: suffies read anartile about 2 man page a0 ‘who deappeared Switching oft partiple clauses eiome relaxing word stress: idioms ‘ead 3 promotional ieafet page 8 Free tomake exchanging opinions nk polite tone ‘ead anarticle about safety mistakes page 86 nc risk Gandhi: The Road to Freedom age 88 meee EM History ina box |futureinthepast time exressins:proverts.| rythm: proverbs read about time capsules page 92 Fea | remember. ‘Slipsisand subettution | memories connected speech read a personal story page 95 Cg] Time savers iscussng ideas collections with tine | word stress phrases read time-saving tips page 98 ERM What is time? age 100 REM a1 Vile) re ce ee Renee ieee a eons age 106 tenses for unreal sRuations| adjectives: thearts| inegulrspeings| read about ting statues ort Feeling inspired page 101 averbials ideas pronunciation 6 ory Love it or hate it age 110 ‘antingraving express youselh| positve/negativeintonation ‘ead a website enact cvs The Philanthropist page 12 PMO ed st) Ae) yay ae cod rs es ‘On the road inversion collocation stress/unstess| read about an epic car page 116 jourey Dreams come true? | comparative structures, amiton intonation: emphasis rhythm — | ead an exsey about page 19 telebity ‘Making a plan negotiating negotiation pote itonetion ‘ead tips for negotiating page 122 Try Wildest DreamsTene) Ewin [ evaluate Fite inventions listen toa programme about gloslngish seuss rend in language learning eomplete a report listen to descriptions of how ends started describe changes im your country Technology Wends wnich an exvart om ‘eide which rend fund farteabout a wend a programe eau technology tends talkabout an escape plan Teen to people describing how they eax discuss way to estape your routine wrtea promerional eater listen toa discussion about whether chilren are talk about passonal choice over-protected “Gandhi: Watch a ABC dacimentary abou ‘alk about Freedom ait about wha Freedom means yu ohandas Ganchi choose abject that represent you listen ta programme about memory and smell Tatkabout memories write personal story Tsten tan interview about ime management discuss ways to save time “Wonders ofthe Universe: watch an exiracs rom | talkabout a turing point n your ie rite about a major decsion in youre BAC documentary about the role of time fn the teavon ofthe unierse choose sculptures to suit lens’ needs Tsien to people talling about where they get theirideas | talk about boosting creativity witea review Tien to ranishawes Tanvoriave ‘The Vegetable Seller watch an exact froma | nominate someone for an award writeabaut an inspiational eran programme about an unusual philanthropist plan your dream adventure listen tan author reading from his mamir talk about real life success stories writeaYorand against essay Tsien 0 talk about sages ina negotlaton negotiteo plan fora fim festival ‘Wildest Dreams: watch a BEC prograrimeabout | present deas about dream job writzabout your dream jos buen life Fim akersur first priority in writing Speakout Second Ealtion was to find out what people liked about the first edition and what could be improved. To that end, we asked teachers and learners around the world for feedback on every level ofthe course. What did they like? What worked well n class? What changes would they lke to see? We then took a fresh look at every single exercise in the series and improved or updated it based on the feedback weld received. We revised the grammar, vocabulary and skils syllabuses in line with the Global Scale of English, we ensured that there was more recycling and practice of key language, and we included a wealth of up-to-date new materia New BBC video clips - The BBC video clips which accompany each unit are one of the most original features of the course. We've retained the most popular clips and included some wonderful new material from the BBC archive to engage and motivate learners New reading/listening texts — Teachers really appreciated the range of authentic texts in the first edition. We've broadened the range of genres in the second edition to reflect the types of texts learners read outside the classroom. Listening texts are also more authentic and weve included a wider variety of intemational accents. ‘New pronunciation sections - We've developed a stronger pronunciation syllabus. Teachers wanted more support in this area, so we now have a wider renge of pronunciation features in the three input lessons in each unit. Further pronunciation practice can also be found in Speakout Extra New images and clearer design - The overall design is lighter, less cluttered and easier to navigate. We've refreshed the photos and ilustretions completely, and selected dramatic images to introduce each new unit. Great images motivate learners, and provide excellent prompts for language activities. New supplementary material - One thing teachers alvays ask foris'more! More grammar, more \ocabulary, more pronunciation, There's only so much we can fit nto the Students’ Books but, for those who want more practice in specific areas, Speakout Extra provides a bank of additional exercises that can be accessed via the Speakout website. Speakout Extra includes grammar, ‘vocabulary, pronunciation and skills practice as well as ideas and activities for exploiting the ‘BBC clips and interviews. Speakout Extra will be updated regularly so don't forget to check it out. We really appreciate the feedback you've given us and hope you find Speakout Second Editfon even more stimulating and user-friendly than the first edition, From left to right: Steve Oakes, Antonia Clare, j) Wilson and Frances EalesOVERVIEW OF THE COMPONENTS eae + Ten units with 90 to 120 hours of teaching material © Comprehensive Language bank with detailed explanations and extra practice * Vocabulary bank to expand vocabulary ‘Audio material for use in class © DVD content (BC clips and interviews) Audio and video scripts UES » Audio material for use in class. Ween © Additional grammar, vocabulary and pronunciation exercises to complement ‘material inthe Students’ Book Additional functional language practice exercises = Additional reading, listening and writing practice © Regular review sections © With-and without-key versions Were) * Audio material to practise listening, pronunciation and functional language * Visit wwwenglish.com/speakout to downoad the audio Eo A . Learning Management System that provides © Interactive Workbook with instant feedback =x % » Extra practice in grammar, vocabulary and skills ® Unit and achievement tests © Mid- and end of course tests ‘BBC interviews and interactive exercisesLeaneterre un Relea NPs sues © Teacher's notes for every unit with warmers, fillers, alternative suggestions, culture notes and answer keys © Generic teaching tips on useful areas such as grammar, lexis, pronunciation, using video, etc. « Photocopiable grammar, vocabulary, and functional language worksheets for every unit © Class audio and video scripts © BBC interviews, worksheets and scripts * Unit and achievernent tests © Mid- and end of course tests © Test audio, audio scripts and answer keys aia ‘Software for classroom use to help teachers get the most out of the course: * Integrated audio and video content © Answer reveal feature © Large extra resources section * Grammar and vocabulary review games * BBC interviews and worksheets «© Assessment package containing all the course tests * Ahost of useful classroom tools © Information about the course © Sample materials «© Placement test «© Teaching tips and ideas * Free downloadable worksheets provide additional grammar, vocabulary, pronunciation and skills practice (peakout Extra) «© Extra video-exploitation activities to help learners get the most out of the course (Speakout Extro) Speakout Extra and other teacher's resources available at: worw.pearsonelt.com/speakoutSpeakout Second Edition Students’ Book's clearly designed and eas to use. Each unit follows the same pattern with an introductory page, two main input lessons covering grammar, vocabulary, pronunciation and skis work, functional lesson and a skils-conslidtion lesson based on ai rom a {BC programme. The unit culminates wth a page of tookback exercises and there i a detailed Longuoge bank, Vocabulary bankeand Commurication bank tthe back a the book © Striking mages provoke interest inthe topic © Language focus and outcomes clerly stated atthe stat ofeach isson (© BEC interviews provide ‘models’ of authentic language © GGcammar presented in context with clear explanations and plenty of practice © Learners referred to Language bank at the back of the book for further practice © Key vocabulary introduced and practised in context © Vocabulary Pus sections focus on wor-bilding sls and other useful areas suchas collocation, affixaton rmult-word verbs ete. © Special pronunciation sections in each lesson © Focus on reading and/or listening in every spread © Writing sections focus on different genes and subsills ® Use iearing tps included in each unit @ Speskingscthttes encourage eames to personalise ein EESUNIT OF THE STUDENTS’ BOOK ERA Roos uoteSpeakout Second Edition Students’ Book paces particular emphasis on listening ard speaking sls. Each unit has a Functional esson which develops useful communication sks as well as a motivating 838C DUD spread which is designed to revise key language and act, 2383 springboard for further speaking and writing tack. Each unit culminates with a Lookback page that provides a review of key language covered inthe unit. Theresa detailed Language bank Yoccbulary bank and Communication bank atthe backot the book for further practice and consolidation, (© Reading and vocabulary exercises area motivating lead-in to the lesson (© Focus on useful functional areas suchas talking about yourself, making a proposal, et Learn to sections develop listening and speaking skis Learners read about the DVD clpin reparation for viewing Different viewing tasks help learners understand and appreciate the DVD clip © Speakout tasks consolidate language and build leamers’ confidence “Models ar provided to help learners perform the task Key phrases give learners the language they need to perform the task Writeback tasks provide further communicative practice Lookback exercises are an enjoyable ‘test’ of language covered in unit © Longuage bank proves detailed explanations and further practice {© Vocabulary bank focuses on word building and useful areas such as colocation, afxation and mult-wore verbs. aADDITIONAL COMPONENT; E comes the sun W Acide’ po w Easy trips Meer SS = ‘Speakout Second Edition Workbook contains 8 wide variety of review and practice exercises and covers all of the language areasin the corresponding Students’ Book unit, also contains regular review sections to help learners consolidate what they have learned. © Extensive practice of vocabulary and grammar covered in the Students’ Book © Reading and listening texts develop learners’ sills © Witing exercises focus on useful sub-sils ‘Speakout Second Ealtion Workbook Audio is available ontine, Visit wwenglish.com/speakout to download audio ‘material to accompany the pronunciation, listening and functional practice exercises.MYENGLISHLAB MyEnglishLab provides a fully blended and personalised learning environment that benefits both teachers and learners. It offers: ‘© An interactive Workbook with instant feedback and automatic grade book © common error report that highlights mistakes learners are making ‘© Tipsand feedback that direct learners 10 reference materials and encourage ‘them to work out answers themselves Unit and achievement tests Mid- and end of course tests BBBC interviews and interactive exercises ACTIVETEACH Speakout Second Edition ActiveTeach contains everything you need to make the course come alive It includes integrated whiteboard software that allows you to add notes, embed files, save your work and reduce preparation time. (© Answers to exercises are revealed a the touch of a button ‘© Audio and video content fully integrated with time-coded scripting ‘© Shortcuts to the relevant pages of the Language bank and Vocabulary bank make navigation easy Cy SC ope. Extra resources section includes editable scripts, photocopiable worksheets, tests and BBC interviews for ‘every unit with accompanying worksheets Grammar and vocabulary review games Assessment package containing all the course tests Useful tools include a regular keyboard, a phonetic keyboard, a stopwatch and scoreboard,ADDITIONAL COMPONEN WEBSITE ‘Speakout Second Edition’s website provides a wealth of information to support the course including: ‘© Information about the course, components and authors ‘© Introductory videos by the authors of the course ‘Sample materials and free downloadable worksheets Teaching tips Placement test Editable audio and video scripts Global Scale of English mapping documents Visit wwwpearsonelt.com/speakout to check out the range of material available, SPEAKOUT EXTRA Speakout Extra provides a bank of additional downloadable exercises that can be accessed via the companion website: ‘© Downloadable grammar, vocabulary, pronunciation and skills worksheets ‘© BBC interviews and accompanying, worksheets ‘© Additional worksheets to accompany DD clips in the Students’ Books ‘© Updated regularly with new material, Visit wwpearsonelt.com/speakout to check ‘out the range of material available.TEACHING APPROACHES The thinking behind Speakout Second Edition ‘Speakout Second Edition has been significantly updated and refreshed following feedback from students and teachers from around the word. It offers engaging topics with authentic BBC material to reall bring them tolifeAt the sarne time it offers a robust and comprehensive focus on grammar, vocabulary, functions and pronunciation. As the name of the course might suggest, speaking activities are prominent, but that isnot at the expense of the other core skills of reading, vriting and listening, which are developed systematically throughout. With this balanced approach to topics, language development and skills wark ouraim has been to create a course book full of ‘lessons that realy work’ in practice. Below we will briefly explain our approach in each of these areas. PENI In Speakout Second Edition we have chosen topics that are relevant to students’ lives and are global in nature. Where a topic area is covered in other ELT courses we have endeavoured to find a fresh angle on it It's clear to Us that authenticity is Important to learners, ane many texts come from the BBC’ rich resources (audio, visual and print) as well as other real-world sources. At lower levels, we have sometimes adapted materials, by adjusting the language to make it more manageable for students while trying to keep the tone as authentic as possible. We have also attempted ta match the authentic feel ofa text ith an authentic interaction, Every unit contains a variety of fh and authentic input material including BC interviews {himed on location in London, England) and DYD material featuring some of the best drama, documentary and light entertainment programmes that the BBC has to offer Knowing how to recognise and use grammatical structures is central to our ability to communicate with each other Although at first students can often get by with words and phrases, they increasingly need grammar to make themselves understood, Students alsa need to understand sentence formation when reading and listening. and to be able to produce accurate .Brammar in professional and exam situations. We share students’ belief that learning grammars a core feature of learning a language and believe that a guided discovery approach, where students are challenged to notice new forms, ‘works best, At the same time, leaming is scaffolded so that students are supported at all timesin a systematic way. Clear .rammar presentations are followed by written and oral practice In Speakout Second Ealtion you will find: © Grammar in context - We want to be sure that the grammar focus is clear and memorable for students. Grarrmar is almost always taken from the listening or reading texts, so that learners can see the language in action, and understand how and when itis used. ‘© Focus on noticing - We involve students in the discovery of language patterns by asking them to identify aspects of ‘meaning, and form, and complete rules or tables. © Cross-references to Language bank ~ As well as a summary Cf rules within the unit, there are also cross-references to the Language bank at the back of the book which provides further explanation of the grammar point in focus as well as additional practice. ‘© Plentiful and varied practice - We ensure that there is plenty of practice, both form- and meaning, based, in the “Language bank to give students confidence in manipulating the new language. Additional form-based grammar practice is also provided in the Workbook and in Speakout Extra. (On the main input page we include personalised practice, which is designed to be genuinely communicative, and to offer students the opportunity to say something about themselves or the topic. There is also regular recycling of new language in the Lookback pages. Again, the focus here is on moving learners towards communicative use of the language. PEE Developing a wide range of vocabulary is key to increasing, communicative effectiveness; developing a knowledge of high-frequency collocations and fixed and semi-fixed phrases is key to increasing spoken fluency. An extensive understanding (of words and phrases helps learners become more confident when reading and listening, and developing a range of vocabulary is important for effective writing Equally vitatis learner-training, equipping students with the sills to record, ‘memorise and recall vocabulary for use There [sa prominent focus on vocabulary in Speakout Second Eaition. We include vocabulary in almost all lessons, whether ina lexical set linked to a particular topic, as preparation for a speaking activity oF to aid comprehension af a DVO clip or a listening or reading text. Where we want students to use the language actively, we encourage them to use the vocabulary to talk about their own lives or opinions. At lower levels, the Photo bank also extends the vocabulary taught in the lessons, Using memorable photographs and graphics to support students’ understanding, Vocabulary tems have been selected according to their usefulness with a strong focus on the following © Vocabulary ‘chunks’ As well as lexical sets, we also regularly focus on how words Fit together with other warts, cfien getting students to natice haw words are used in a text and to focus on high-frequency chunks’ such as vverb-noun collocations or whole phrases. . Vocabulary systems ~ We give regular attention to word-bullding skill, a valuable tool in expanding vocabulary At higher levels, the Vocabulary plus sections deal with systems such as affixation, multi-word verbs and compound words in greater depth, ‘© Recycling - Practice exercises ensure that vocabulary is ‘encountered on a number of occasions: within the lessons, ‘on the Lookback page. in subsequent lessons and in the ‘Photo bank/Yocabulary bank at the back of the book Additional vocabulary practice i also provided in the Workbook and in Speakout Extra © Learner training - One of the main focuses of the Speakout tips which look at all areas of language learning —is to highlight vocabulary-learning strategies, aiming to build ‘g00d study skills that will enable students to gain and retain new language,TEACHING APPROACHES NSE Naas One thing that both teachers and learners appreciate is the need to manage communication in a wide variety of encounters, and to know what's appropriate to say in given situations. These can be transactional exchanges, where the ‘main focus is on getting something done (buying something iin shop or phoning to make an enquiry), or interactional exchanges, where the main focus ison socialising with others (talking about the weekend, or responding appropriately to .Bood news). As one learner commented to us, Grammar rules aren't enough ~ need to know what to say’ Although it is possible to categorise functions’ under ‘lexical phrases’ we believe it s useful for learners to focus on functional phrases separately from vocabulary or grammar. ‘The third lesson in every unit of Speakout Second Edition looks atone such situation, and focuses onthe functional language needed, Learners hear or see the language used in context and then practise itn min-situations, in bath a written and a spoken context. Each of these lessons also includes a Learn to section, which highlights and practises a useful strategy for dealing with both transactional and interactional exchanges, for example, asking for clarification, showing interest, et Learners wil find themselves not just more confident users of the language, but also more active listeners. ‘The dynamism of most lessons depends on the success of the speaking tasks, whether the task s a short oral practice of new language, a discussion comparing information or opinions, 3 personal response toa reading text, or a presentation where a student might speak uninterrupted for a minute or more, Students develop fluency when they are motivated to speak. For this to happen, engaging topics and tasks are essential, as Is the sequencing of stages and task design. For longer tasks, students often need to prepate their ideas and language ina structured way. This all-important rehearsal time leads to more motivation and confidence as well as greater accuracy, fluency and complexity. Also, where appropriate, students need to hear 1a model before they speak, in order to have a realistic goa In Speckout Second Edition there Is a strong focus on: © Communicative practice ~ After introducing any new language (vocabulary, grammar or function) there are many ‘opportunities for students to use it ina variety of activities \Which facus on communication as well as accuracy. These include personalised exchanges, dialogues, flow-charts and role-plays. Fluency development - Opportunities are included in every unit for students to respond spontaneously. They might be asked to respond to a series of questions, to ‘omyment on a BBC DVD clip, interview or text, oF to take part in conversations, discussions and role-play. These activities invalve a variety of interaction patterns such as pairs and groups. © Speaking strategies and sub-skills— in the third lesson cof each unit, students are encouraged to notice ina systematic way features which will help them improve their speaking These include, for example, ways to manage a phone conversation, the use of mirror questions to.ask for clarification, sentence starters to introduce an opinion and intonation to correct mistakes. ‘© Extended speaking tasks - In the Speakout Second Edition BBC DVD lesson, as wel as in other speaking tasks throughout the course, students are encouraged to attempt more adventurous and extended use of language in tasks such as problem solving, developing a project or telling a story. These tasks go beyond discussion; they include rehearsal time, useful language and a concrete outcome, [SENS For most users of English, listening is the most frequently sed skill. leamer who can speak well but not understand at least as wells unlikely to bea competent communicator or user f the language. We feel that listening can be developed. effectively through well-structured materials. AS with speaking, the choice of interesting topics and texts works hand in hand \with carefully considered sequencing and task design, At the same time, listening texts can act as 8 springboard to stimulate discussion in class. The listening strands in Speakout Second Editon focus on ‘© Authentic material —n Speatout Second Edition, we believe that itis motivating for al levels of learner to try to access and cope with authentic material, Each unit includes a DvD extract from a BBC documentary, drama or ight entertainment programme as well as a BBC Interview filmed ‘on location with real people giving their opinions. At the higher levels you will also find unscripted audio texts and BBC radio extracts ll are invaluable in the way they expose leamers to real language in use as well as different varieties Cf English. Where recordings, particularly at lower levels, are scripted, they aim to reflect the patterns of natural speech, ‘© Sub-skills and strategies - Tasks across the recordings Jn each unitare designed with a number of sub-sklls and strategies in mind, These include: listening for global meaning and more detail; scanning for specific information; becoming sensitised ta possible misunderstandings; and ‘noticing nuances of intonation and expression. We also help leaimers to listen actively by using strategies such as asking. for repetition and paraphrasing. ‘© Texts as a context for new language ~ We see listening as a key mode of input and Speakout Second Eatin includes ‘many listening texts which contain target grammar, vocabulary or functions in their natural contexts. Learners ‘are encouraged to notice this new language and how and where it occurs, often by using the audio scripts as a ‘© Texts as a model for speaking - inthe third and fourth lessons of each unit the recordings serve as models for ‘speaking tasks. These models reveal the ways in which speakers use specific language to structure their discourse, for example, with regard to turn-taking, hesitating and checking for understanding. These recordings also serve as ‘a goal for the learners’ speaking. Reading is @ priority for many students, whether it's for study, \work or pleasure, and can be practised alone, anywhere and at any time. Learners who read regularly tend to have a richer, more varied vocabulary, and are often better writers, which in tum supports their oral communication skills. Nowadays, the internet has given students access to an extraordinary range Of English language reading material, and the availabiltyof English language newspapers, books and magazines is greater than ever before. The language learner who develops skill and confidence in reading in the classroom will be more ‘motivated to read outside the classroom. Within the classroom, reading texts can also introduce stimulating topics and act as, springboards for class discussion ‘The reading strands in Speakout Second Ealtion focus on: ‘© Authentic texts ~ As with Speakout Second Edition listening materials, there isan emphasis on authenticity and this reflected in 8 number of ways. Many ofthe reading texts in Speakout Second Elton are sourced fom the BBC. Where textshave been adapted or graded, there isan attempt to maintain authenticity by remaining faithful tothe text type interms of content and style. We have chasen up to-date, relevant texts to stimulate interest and motivate learners to read. The texts representa variety of genres that correspond to the text types that learners will probably encounter in thelr everyday lives. © Sub-skills and strategies - In Speakout Second Edlvon \we strive to maintain authenticity inthe way the readers interact with a text. We always give students a reason to read, and provide tasks which bring about or simulate authentic reading, including real-life tasks such as summarising. extracting specific information, reacting to an opinion or following an anecdote. We also focus on strategies for decoding texts, such as guessing the meaning of unknown vocabulary, understanding pronoun referencing and following discourse markers. © Noticing new language — Noticing language in use is a key step towards the development of a rich vocabulary and greater all-round proficiency in a language, and this is most easily achieved through reading. In Speakout Second Ecition, reading texts often serve as valuable contexts for introducing grammarand vocabulary as well as discourse features. © Texts as a model for writing - in the writing sections, ‘as well asthe Writeback sections of the DVD spreads the readings serve as models for students to refer to when they are writing, in terms of averal organisation as well as style and language content. Ca Invrecent years the growth of email and the internet has led toa shiftin the nature of the writing our students need to do. Email has also led to an increased informality in written English However, mary students need to develop their formal writing for professional and exant-taking purposes. It is therefore important to focus on a range of genres, from formal text types such as essays, letters and reports to informal genres such as blog entries and personal messages. “There are four strands to-writing in Speakout Second Eaton which focus an: (© Genres — in every unit atthe four higher levels there is a section that focuses ona genre of writing, emails, for ‘example. We provide a madel to show the conventions, ‘of the genre and, where appropriate, we highlight fixed phrases associated with it; We usually then ask the students 10 produce their own piece of writing. While there is aways a written product, we also focus on the process of writing, including the relevant stages such as brainstorming, planning, and checking. At Starter and Elementary, \we focus on more basic writing skills, including basic ‘written sentence patterns, inking, punctuation and text ‘organisation, in some cases linking this focus to a specific genre. ‘= Sub-skils and strategies - While dealing wth the genres, \we include a section which focuses on a sub-skil or strategy that Is generally applicable to al yriting, Sub-skils include paragraphing, organising content and using linking words and pronouns, while strategies include activities lke writing a first daft quichy, keeping your readerin mind and self- editing, We present the sut>skil by asking the students to notice the feature. We then provide an opportunity forthe students to practise © Development of fluency ~ At the end of every unit, following the DVD and final speaking task. we include a Writeback task. The idea behind these tasks is to develop fluency in their writing, While we always provide a model, the task is not tied to any particular grammatical structure. Instead the emphasis is on using writing to generate ideas ‘and personal responses. (© Writing 2s. classroom activity - We believe that writing «an be very usefully employed as an ald to speaking and as. reflective technique for responding to texts akin to the practice of writing notes in the margins of books. also provides a change of pace and focus in lessons. Activites such as short dictation note taking, brainstorming on paper and group stary writing are all included in Speakout Second Edition and additional writing practice Is provided in Speakout Exta. RUN {In recent years attitudes towards pronunciation in many English language classrooms have moved towards a focus on intelligibility if students’ spoken language is understandable, then the pronunciation is good enough. We are aware, however, that many learners and teachers place great importance on developing pronunciation that is more than ‘good enougty, and that systematic attention to pronunciation in a tesson, however brief, can have a significant impact on developing learners’ speech, {In Speakout Second Edition, we have taken a practical integrated approach to developing students’ pronunciation, highlighting features that often cause problems in conjunction with a given area of grammar, particular vocabulary items and functional language. Where relevant to the level, a grammatical Cr functional language focus is followed by a focus on a feature (of pronunciation, for example, the weak forms of auxiliary verbs or connected speech in certain functional exponents. ‘Students are given the opportunity to listen to models of the pronunciation, notice the key feature and then practise it Each input lesson looks ata specific Feature of pronunciation, and the following strands are covered: Sentence stress - We help leamers to identify which words are stressed ina sentence, Thisis particularly Important for helping learers to understand rapid spoken English where the important information is highlighted by the speaker. © Word stress - When dealing with new vocabulary, we ‘emphasise the importance of using the correct ward stress patterns. Ths helps listeners to identify the word being Used and helps the speaker to use the correct vowel sounds.TEACHING APPROACHES "© Intonation - We look at how intonation and the way we deliver sentence can influence its mearing, or how the sentence is received. © Connected speech ~ We help learners to understand rapid spoken English by looking at how the sounds change in fast speech To encourage fluency we also help learners to produce rapid speech, ‘© Individual sounds ~ Sometimes specific individuat sounds can cause problems for learners. We help learners. 10 identify and produce specific sounds where they are important, ‘Additional pronunciation practice is provided in the Workbook and in Speakout Extro, PANE Advanced classes can be extremely rewarding for the teacher. ‘The students are able to express their opinions in greater depth than at other levels, conduct extended discussions and debates, and deal with a wide variety of authentic input. Besides this, advanced students tend to be highly motivated and able to use effective learning strategies ~ both of which explain how they became advanced students in the fist place. Atthe same time, an advanced lass provides areal challenge, particularly forthe less experienced teacher The students have probably studied the most important grammatical structures several times, and they may have discussed certain topics repeatedly, eg work, holidays, hobbies Furthermore, because they are atady so competent inthe language, itcan be aficult for them to see progress. Teachers of advanced classes need tobe flexible and prepared to adopt asightly different approach. At this level, traditional teachercentred presentations of new language may be less appropriate than low-key noticing’ activities, as advanced students can often see patterns and work out rules for themselves, ‘There isals the question of level. Advanced students can be anything from post-Rrst Certificate to Proficiency level, or they may have spent extended period in an English-speaking environment and simply wish to brush up on ther English This variety, as with all mixed-abilty classes, presents a challenge in tse n addition, many students n advanced classes possess what can be termed ‘ase fluency’ ~ thats, they speak extremely fluently about a very narrow range of topics and with a numberof fossilised errs The challenge here is to broaden the students range, have them develop linguistic self-awareness and take them out of thei comfort zone Another key to teaching advanced classes s getting students to interact with the language outside the classroom. This might, Involve cross-curricular projects or internet research or journal keeping All students need to extend their contact with the target language beyond the classtoom, but at advanced level it is amore achievable goal, as they are better equipped to deal with authentic English and the many opportunities offered to them through internet and Web 2.0 tools Here are our top tips for teaching at this level: 4 Doa thorough Needs Analysis at the beginning of the course. Find out what tasks your students need to achleve in English, and then tallor your course to include these tasks. Also Find out the students’ strengths and weaknesses Usually, advanced students ned to focus on refining their output for very specific purpases and audiences While we may be unable, for reasons of time and preparation, to treat an advanced class as an ESP (English for Special Purposes) class, setting personalised homework nd focusing closely ‘on where individuals need ta improve will always be beneficial ‘© Help students to sustain their motivation by showing, ‘them ways to track thelr progress. The students can use vocabulary notebooks, journals, and language portfolios (CEF) that include essays, other written compositions, language projects, audio recordings video podcasts, etc. ‘4 combination of these enable students to document their linguistic achievements. ‘© Bea resource for pointing out useful websites, podcasts, ‘books, magazines and other sources of language input ‘At advanced level, students are able to interact with many authentic materials, eg literature, journalism and film clips. ‘© Work on collocations and chunks Its usually more beneficial to teach interesting combinations of words the students already know (eg. idioms) rather than ‘obscure individual words, Generally, advanced students are independent enough to discover for themselves any ‘obscure lenis that they need for their work or studies. \What is harcerfor them to find without the teacher's help are phrases that use common words in new combinations Help students to focus on the rich nature of natural spoken English with the video podcasts, and use this as a resource for learning new phrases. ‘© Encourage critical engagement, for example with reading tents, Atthis level, students are abe to perceive nuances ‘of tone and language that allow a deeper appreciation ofa speakers ora writers intention For exemple, they may be able to pick up on nuances such as ony, hyperbole and hummous ‘© Learn ways to exploit materials to the full. Advanced students tend to need less time to get through material than lower levels. They read more quickly, and have more resources to fall back on when it comes to dealing with ‘new grammar and lexis. Teachers of advanced students need a number of extension activities in their repertoire ‘These might include text-reconstruction, open-ended questions, simulations, and ‘treasure hunts’ in which students find words or phrases belonging to specific categories, eg. phrasal verbs. In addition, it may be beneficial the teacher views the material asa springboard for explorations of the students’ own ideas, rather than an end in sett Antonia Clare, Frances Eales, Steve Oakes and J) WilsonTHE GLOBAL SCALE OF ENGLISH The Global Scale of English ‘The Global Scale of English (GSE) is a standardised, granular scale that measures English language proficiency. The scale is, part ofa wider GSE ecosystem that includes Learning Objectives or ean do’ statements that describe exactly what a learner can do at each point on the scale, teaching and learning materials ina variety of media, and low and high-stakes tests all aligned to the Global Scale of English. Using the Global Scale of English students and teachers can now answer three questions accurately: Exactly how good is my English? \What progress have | made towards my learning goal? What do | need to do next if | want to improve? Unlike sore other frameworks that measure English proficiency inbbroad bands, the Global Scale of English identifies what a learner can do at each point on a scale from 10-90, across each of the four sil: listening, reading, speaking and writing, This allows learners and teachers to understand a learner's exact level of proficiency, what progress they've made and what they need to learn next. ‘The Global Scale of English is designed to motivate learners, bby making it easier to demonstrate granular progress in their language ability. Teachers can use their knowledge of their students’ Global Scale of English levels to choose course ‘materials that are precisely matched to ability and learning Boals. The Global Scale of English serves asa standard against Which English language courses and assessments worldwide can be benchmarked, offering a truly global and shared understanding of language proficiency levels Visit English.com/gse for more information about the Global Seale of English Ree EES The authors and edtarial team were informed by the GSE Learning Objectives for Adult Leamers during the writing and development of Speokout Second Eton, Revsions tothe grammar vocabulary and sks syllabuses wer influenced by these GSE Leaming Objectives, and they helped to ensure that the outcomes ofeach lesson are clea, meaningful and relevant to learners, The spread below shows how the GSE Learning Objectives for Adult leamers are reflected inthe sills ‘content of typical lesson of Speakout Advanced Second Edition: @ Can understand inferred meaning na formal structured text (Reading GSE 70) © Cantoitow a wide range of factual and creative texts and summarise themes and opinions (istening GSE 7) © Cangive clear presentations highighting significant points wih relevant supporting deta Speaking GSE 70) © Conwrite a detied reasoned argument foro against a case. (Wilting GSE 2) Vist warpearsonetcom/speakout forthe flit of GSE Learning Objectives for Adult Learners covered in each level of ‘Speakout Second Edition.\CHER Focus attention on the title and elicit what Ss think the text willbe about. Give them 1 min toread quickly and check. Ss complete the text alone then checkin pairs (Answers changed “Zaccoding the” @ibeng sieges" tofoget” might “Testhold of Srememberng Slnerestngly 100n B Elicit the fist answer as an example. $s maich the words and parts of speech in pairs before checking answers with the whole class. “Answers: 1according 2changed 3 toforget interestingly Sthe get hold of Tinight Bitsbeing suggested 9 remembering 100n le 2A Explain that there are different kinds of mistakes in each sentence (extra word, wrong, ‘word, etc) $5 carrect the sentences alone then check in pairs. Check answers withthe class. “Answers: 1 One ofthe most interesting ef things about myjob isthe people meet ‘2 havent seen my parents orfive years 3 studied geography at university so Area lat about diferent countries. have told anybody about my hobby. 51 Siku tind work thesedays. 6ive been to Spain many times inthe as few years. 7 Boyouthinkits worn ‘enough Forme ogo without coat? adore dving by the sea. BB Elicit the Fst answeras an example, then $s match in pairs. Check answers wit the class. Answers: a)3 b)7 4 d)2 e)5 Ff) g)6 hl © Demonstrate by teling the class three true sentences for you. Give Ss plenty of time to ‘write ther sentences. Monitor and help with vocabulary, writing any new words/phrases on the board. When they have finished, arrange Ss into small groups to compare ther sentences. 3A Go through the first one with the lass, modelling each word andl eliciting the odd one out. Ss choose the rest in pars. Encourage them to say the words to themselves. B Play the recording for Ss to listen and check their answers, then check answers with the ‘lass Play the recording again for Ss to listen and repeat. “Answers: Useck 2bought 3avare bear ‘Sslisten and tick the words they hear then checkin pairs. Check answers with the class, then play the recording again for Ss to repeat the words. ‘Anon A bdge Eth So Aion Se 6 A Elicit the frst answer as an example, then Ss match the verbs alone and check in pairs. ‘Check answers with the clas, and be prepared to give further explanations if necessary. ‘Answers: get 2come 3look Amiske Scarry Ghoid Twatch Swork B sdiscuss and make alist n pairs. When they are ready, put pals together into groups to compare answers. In feedback, elicit ideas and write a Ist up on the board lit the answers for sentence a) as an example. Ss then answer the questions in pairs, before checking answers with the whole class senile pade book 1 fxmal a sportscountry club or sym fue ringing o fiend wit thee nome in he “B)informal ends chatting Aube ofeople ave at his hase the er hous the marine 4) format meeting at work na report; They agreed to fire him. €) informal two fiends chatting; Do you expect abe present atthe gornon Sate? “@)foformal at arestarent or someone’ house; This fod s delicious. “Formal: contrac: Wel pay you efter you've done the workOVERVIEW SPEAKING | talk about names VOCABULARY | phrases with name READING | read anartice about names GRAMMAR | the continuous aspact PRONUNCIATION | unstressed auxiliary verbs WRITING | 2 personal profile; learn to plan your writing MTOM SPEAKING | discuss statements about language learning GRAMMAR | describing habits PRONUNCIATION | stressed/unstressed wilould VOCABULARY | personality LISTENING | listen toa radio programme about personality test, SPEAKING | dliscuss the results of personality test VOCABULARY PLUS | idioms for people Rata aaa VOCABULARY | images FUNCTION | speculating. LEARNTO | use vague language PRONUNCIATION | connected speects linking, elsion SPEAKING | speculate about people based on their portraits Paes ea Cee DVD | watch a BBC documentary about Venice speakout | a possession writeback | a description ofan object NRT Communicative revision activities INTERVIEWS: How has your family influenced you? This video extends discussion of the unit topic to family, ‘scan view people talking about the role of family and how families influence our personalities. Use this video at the start or end of Unit Lor sett as homework. TEACHER’S NOTES WHAT'S IN A NAME? Introduction Ss revise and practise the continuous aspect inthe context of talking about common names and personality ypes. They also practise writing a personal profile. ‘SUPPLEMENTARY MATERIALS Resource bank: p137 Warm up: vrite the questions below on the board and ‘repare your own answers. Ec 1: prepare your own answers to the questions. x 4B: bring monolingual dictionaries for Ss to use. Warm up ‘rite the following questions on the board: Which names ore ‘popular in your country at the moment for boys and girls? If you were about have a baby boy what names might you sve him/her? Why? Start by telling Ss your awn answers to the questions 5s discuss the questions in pairs In fedback, ‘rominate 5 to share thei answers wth the cass and write the names they suggest onthe board asking them o spel them autioyou 4. The im ofthis activtyisto introduce the topic of names, and help you assess Ss' language and speaking sills Begin by writing your name on the board, and share your answers to {questions 1-2 with the class. Give $s 2 mins to think about thee ‘wn answers tothe questions alone, and make notesif they want. Arrange Ss into small groups to discuss the questions. ‘When they have finished, nominate a student fram each group to share one or two ansuvers with the class Ss at Advanced evel av fen spent mary years studying English ond wl have come seas sar ais and language many ime. In order to make langvaeleaming toc re terete mpetant 0 tte Sein Certo mae tho mos ofthe abies, When Se are speing, courage thom teas ole up questions in ade text ‘peakingacties.Askfellow up questen oust when | cendctingfeedbck an el ssn forth nse snd ‘oltons Aso, 0 make pls appealing by ining Wout Sb Ss) elenacence ta the Sesion where pou WISISTUMIN PHRASES WITH NAME 2A 5s choose the correct words alone then check in pairs. Go through the answers with the class, checking understanding of the expressions in bold as you go thraugh each answer. ‘Answers: after 2upto 3made Ashousehold Sut Gclear Thy Bin 9phen 10maden 'B Answer the fist question together as an example, and make Itclear that there can be more than one possible answer for each question. Ss answer the questions in pairs. Monitor and helo where necessary. When they have finished, check answers with the class ‘Answers: a) surnarne, middle name, given name, meiden name, ‘married name 6) surname, married name live up tomy name, made a name for myself clear her name d) address (someone) by name e) put myname forward f) ahousehald name g)innamecnly h)named afer 11 TEACHER’S NOTES Fist name and forename are synonyms of given name. Similarly, last name isa synonym of surname. Point these out to Ss and \write them on the board, © Ssdiscuss in pairs. When they have Finished, put pais together into groups of four to compare their answers In feedback nominate a student from each group to share ther answers with theclass. ‘When $s ask you for vocabulary, ori mew words and phrases arise naturally during an activity it's important to exploit this as far as | possibieat this lovel. This is whore real leaming takes place, as Sshave a genuine need for the language. Write new words on the board, but also add common coltocations, phrases, synonyms and opposites to explot the new language as far as possible, CNT ‘BAL Ask What are some commen given names in your county or countries? and write $s suggestions on the boar Ss discuss the {questions in pairs In feedback elicit Ss’ answers, and havea brief class discussion, B Ehcit/check the meaning of CV. Give Ss 1 min to skim the ace and complete the sentence. Explain that they willhave a chance to ead again in more detail aRerwards, Stop them after in and give them time to compare their answers in pars, before eliciting ‘ir ideas in feedback. ‘Suggested answer: The main idea of the vt is thatthe nares people are given by thelr parents are less traditional than in the past but that ames are stil important for peoples careers and Ther future When we read in our frst language, we unconsciousiy employ range of subskills, such as reading for gist, reading for detail, reading or specific information and reading to infer meaning. In our frst language, we usually take a top-down’ approach by starting with general understanding ther homing in ar the detail, When $s practise reading. i's important we also encourage this approach by asking them to read quickly for general understanding fist Tis will help them become more fluent readers, © Gothrough the questions with the class and elicit what Ss can remember but dont giveany answers yet. This wil give youa chance to assess how much information they picked up from the first reading Give Ss enough time to read the text again in mare deta before checking their answersin pais Tell Ss nt to worry about new vocabulary for now as they wil have a chance to work on tin €x 48. In feedback eit Ss answers, ‘answer 1 No isnt Norma people are aio hooting range names for thal chdren 2 Some names cary poste asda nd ae keith ‘success, while others carry negative associations. 3 Nour ame right lp you to gel elec am prospective employers. 4 Gee culture and etic cvs ate moking people heen to ‘rake more nda hoes soo rates, 4A Ss discuss the questions in pairs. tn feedback nominate $s to share their opinions with the lass. B ifyouve brought dictionaries to cass, distribute them for Ss to use, Ss find the words and phrases inthe text and discuss the meanings in pals. Encourage thom to use the contaxt and co.text (the words surrounding the wards being focused on) in the atic before referring to the dictionaries. Monitor and help where necessary. In feedback elicit Ss' answers, and be prepared to clarify further if necessary. Answers: 1 choosing 2 becoming strangerand mote unusual 3. teach a positon of power oa top position (eg, professionally) 4 refering to your career 5 settle, decided with tule debate 6 \when a company calls potential employees foran interview ater looking at thee CV 7 Tor people or things such as (VET THE CONTINUOUS ASPECT SA Uiite the following sentences on the board: im thinking about changing mynarme.loffen think about changing my name. Aske Which sentence uses a continuous form? Why does it use ie? (The first sentence. to show that i'san activity in progress during @ pparticular period, though not necessarily at this exact moment) Focus attention an the first sentence, and elicit the answer. Ss read the other sentences then discuss in pairs why the continuous form {s used. ta Feedback, elicit Ss'ideas, but dont gle any answers yet. 1B Ss match the uses and sentences alone, then checkin pais. In feedback elit Ss’ answers. ‘Answers: a)5 b)4 1 a2 e)3 HE By the time Ss reach Advanced lovel, they wail have met most ofthe grammar of English previously, though they will have studied structures separately, At this Level it’ important to buing everything together by looking at common features, eg. the continuous aspect. Therefore, when looking at the diferent ‘ses ofthe continuous aspect, try to highlight simitaritis of ‘ts function asa whole, 12, that it usually focuses onthe action rather than the result and that this is why we don't use state verbs in continuous forms LANGUAGEBANK 4.1 p128-129 ‘Stronger classes can read the notes and do the exercises at home, Othenwise, check the notes with Ss, especialy the Fact that the continuous aspect focuses on the action and its duration, rather than the result. In each exercise, do the fist sentence as an example. Ss complete the exercises alone, then check their answers in pairs. can refer to the notes to help them. answers: ‘A La)isntworking 2b) haventhnished 32) was having 42)sswelghing 5b) dortknow 6a) nasloking To)amtalking Sb) dit ear 9) been studying 100) am doing B 1 Why areyoucring? 2 How long was he working/How lon had he been working, 3 What have you been doing. 4 How long have you ben ving 5 Who were you talking 6 What di you want T Have you been waiting 8 Why diet you finish Sentences 6and 8 nee simple formGA Read the example with the clas. 5s discuss in pairs which verbs would be bette in the continuous form and why. Moritorand help where necessary, but dont give any answers yet B Sslisten tothe recording and check their answers. Be prepared to give further explanations/examples where necessary. Answers: 1 be raving (The action itil in progress) 2 ve been waiting san unfinished action and emphasises the length of time) 3 Correct 4 ‘urying Mts an action in progress at this time) 5 been expecting (Itemphasises the length of time) 6 Conect T Correct 8 "have been ving (kt emphasises the length of time) 9 myorking (The action fl in progress) 10_ es making (talks about something that was in progress when | got home) Play the recording and ask Ss to focus on the auxiiary verbs. Elicit how they'e pronounced (as week forms) and model further if necessary. Pay the recording again and pause after each sentence for $s to repeat. ? Give 553-4 mins to complete the sentences so they are true for them. Monitor and help with ideas, writing any new words and phrases on the board. When they are ready, arrange Ss into small .roups to compare their sentences. In fedack, elicit any common, answers with the class. [IHEINIEN A PERSONAL PROFILE; LEARN TO PLAN ‘YOUR WRITING BA Write on the board « personal profile and ect where $s might see one (a blog a social networking ste, an online course, a job application), Focus Ss’ attention on the personal profile Give them 2 mins to read it and discuss in pairs where they think it appears In feedback, elicit Ss’ answers. ‘Answer: This personal profile Frm the’Nbout page of a personal website or blog. B Reed the guidelines with the lass, and check understanding. ‘5 read the profile again and, in pairs, discuss how far Mira Kaya’s profile follows them. In feedback, elicit Ss’ answers. ‘Answer: ic follows ll ofthe guidelines, 9A Ss categorise the words and phrases from the box in pats Monitor and help with any new vocabulary in feedback elicit Ss ideas ‘Suggested answers: blog/s socal networking site: where you're from family information, ikes/dslkes, hobbies, favourite music/food, eigous ‘orspintual belie, pet peeves, groups you belong to trips and unusual experiences ‘@nekwerking site for professionals/a job application talents ane Skils education/grades/qualificatons goals and plans address, ob, professional achievements B Discuss the question as aclass ‘Suggested answers: You should only include information you are ‘comfortable with and which you think relevant for the purpose. Always consider the reader and what he/she wants to know Its generally best ta avoid certain topics, suchas igious belies, “anything too personal or confidential information about your work TEACHER’S NOTES speakout TIP Read the speakout tip withthe dass and emphasise the importance of cansdering your audience when you wie. Refer thackto the formats discussed so far (a blog/a socal networking site and a networking ste for profesionas/a job application) and answer the questions with the cass for each typeof text. 4A Focus attention on the notes, Give $5.1 min to read through ‘and select anything inappropriate. Elicit answers fram the class. ‘Answer: qualifications B Books closed. Wite onthe boo: planing your wing. In pats $s brainstorm a ist of things they can do when planing to wre In feedback, ect Ss ideas and write them on the board Ask 10 ‘open their books again and say which oF the things in the ist theydo. 24. Give Ss1 minto read the stages and check understanding. Refers back to the speakout tp for stage 1. Encourage Ss to make notes in stage 1, and monitor, helping with ideas where necessary. GGhe Ss enough time to write their profiles, and monitor and hela ‘ith vocabulary, writing any new words and phrases on the board, When they are ready, Ss compare ther profil in small groups and discuss any common features. n feedback, nominate Ss from each ‘70up to share any common features with the class. ‘Many teachers avoid doing writing activities in class as its percelved as a ‘qulet’ activity best done alone. However, doing ‘writing in class allows us to monitor Ss during the writing process, and so help them with ideas, planning, structuring. editing. et, ane not just focus on the finshed product. Homework ideas > x11: wntea final draft of your personal profile = Language bank: 11 4-8, p29 » Workbook: x15 pé-5 llPB Nel aa (e173) WHAT ARE YOU LIKE? Introduction Ss revise and practise describing present and past habits in the content of language learning. They also learn and practise personality adjectives and idioms for describing people. SUPPLEMENTARY MATERIALS Resource bank: 135, p136 and p138 ‘Warm up: write the two headings below on the board, Warm up ‘Arrange the class into two large groups (A and B), and write at the top ofthe board: Good language eames. Bd anguage lames.» Group A makes alist of things good language learners do (eg, read books in English), and group B makes ast of things bad language leamersdo fg always use ther first anguage during clas). When ‘hey nave fished, arrange Ssineo pairs (one from each group to Compare ther ansners In feedback eit Se ideas and bul 9 st on the board under the tw headings. Gefove starting Ex 1A Ss hick read the questionnaire ara ck any of the eas they have already mentioned Aas AA Focus attention on the message board, and check understanding ofthe task by eliciting how Ss mark each staternent If they strongly agree, agree, disagree or strongly disagree. Ss work alone to read the questionnaire and mark each statement. B 5s compare their answers in pairs and discuss the questions. In, feedback, nominate Ss to share their answers with the class ENE DESCRIBING HABITS 2A Write on the boarc: Present habits and Past habits. Elicit what expressions Ss already know to describe them, and write them ‘onthe board, Facus attention on the table. underline verbs land expressions in the message board from Ex 1 and use them to complete the table. In feedback, elicit Ss’ answers and drill the expressions chorally and individually ‘Answers: 2m alnays watching videos, malvays looking for ‘opportunities 4m inclined tobe very analytical happy to take Tisks with language 5 have a tendency to focus on the grammar ‘6Asa rule, tim happy to take risks 7 nine times aut often lust now if somethings wrong 8 did't use tohave the confidence ‘wspeak 9 would spend hours studying grammar rules 41 [kept making mistakes 13 tended to get fustrated, Drilling is sometimes seen as an activity for Ss at lower levels, | vwho have more dificultes with the sounds ofthe language. While {sis tue, dillng new language a higher levels is also important, | particularly with English where the pronunciation and spelling are | 5 different. Drilling also helps us to focus on stress and Intonation, which ate very important in being understood clearly B Sslisten tothe recording and write the sentences, then check inpairs Play the recording a second time if necessary In feedback, elicit $s’ answers and write the sentences on the board, Answers: 1 Hell spend hours on the computec 2 They would complain al the time. 3 Shel disagree with everything you say Before paying the recording asks to pay attention to the pronuncation especialy te sessed words. Play the recording and alt $s"Ideas. ‘Answers: The stress son a different word n the two versions In sentences 2, 4and6 the stess is on wilould and the effect to make the speaker sound iritated or annoyed about the habit. D Pay the recording, pausing after each sentence for Ss o repeat. Elcit which sentence the speaker doesn't sound annoyed in. Answer: Sentence L > LANGUAGEBANK 1.2 pizs-129 “Stronger classes can read the notes and do the exercses at home, Otherwise, check the notes with Ss, and check Ss Understand that we use wil/would to describe habits, not states Ineach exercise, do the first sentence as an example. Ss complete the exercises alone, then check their answers in pats. Ss can refer to the notes to help them ‘Answers: ‘8-1 On Sunday mornings IN getup early and go forarun 2.1 sometimes wat for hours... 3 Mymotherin law will always bake acake for us... 4 Hewil keep botherlog me or my telephone number, 55 The child won! stop fighting 6 Shell'spend the fst half an hour chatting . 7 My parents would take us on camping holidays... 8 My Brandfather would shout, or el you of B Lhasa tendency tocouse 2's inclined to buy 3 prone to arguing 4 keep wondering Sahvays making Ghepcheating Tarule.dontuse would alveys bring, ‘3A Read the first example withthe class. Ss work alone to complete the sentences then check in pais. In feedback elicit Ss’ answers. Answers: 1 have a tendency to sleep in late 2 In» novinclined tobe very laidback. 3. malways looking for new things to learn 4 Asana, ty not to work a the weekend, '5 Nine times out of ten ibe right about my frst impressions 6 Asactild lwould spend hours reading. BB Give Ss one or to examples about yourself frst to demonstrate. $s work alone to choose two or three of the sentences and change them with true information, then compare in pairs In feedback, nominate Ss from each pair to share their ideas with the class. Alternative approach ‘Ss choose four sentences, and change them so that two are ‘rue and two ae false for them In pairs, they read our their sentences and answer fallow-lp questions for their partner to cic which ae true and which are false € Demonstrate by telling the lass about a habit that you or Someone you know has, Give Ss minute or two to think about their own answers and make notes iF they want.Go round and help with vocabulary, writing any new words/phrases on the board. When they are ready, put Ss ito pairs to share their ideas,TEACHER'S NOTES es DEITETAN PERSONALITY 4A write on the board: Adjectives of persona elicit one or ‘wo from the class and write them on the board (eg. kind, rude, intelgent, etc). Atrange Ss into pairs and give them afew minutes to brainstorm and write down as many adjectives as possible. tn feedback elicit Ss’ answers, check understanding and write them ‘on the board, B Focus attention on the words in the box and check/explain any new vocabulary Give Ss an exemple, eg. open-minded (someone who is open-minded likes to consider different points oF view). 1a pairs, Ss glve examples of what each person does. ln feedback, ‘nominate Ss to share their ideas with the class. Ss work alone to match the sentences ta the words in the box from Ex 4B, thea check in pars. In feedback, elicit Ss’ answers, ‘Answers: Lperceptive 2prejudiced apathetic 4 obstinate Srebelliows 6soltary Tneurotle S open-minded D ss work in pais to write ther definitions Monitor and help with vocabulary writing any new words and phrases onthe board. When ‘they've finshed, arrange Ss into small groups to compare thet sentences. n Feedback, nominate $s from each group to share their ideas withthe cass ‘Suggested answers: inspirational does things which encourage other people to have ideas ‘overambitious ties to dotoo much conscientious: works hard insensitive. doesnt notice o think about other people’ feelings ‘mature: behaves ina sensible, adult way Inquisitive fs curious to how more Alternative approach (Once Ss have writen their definitions in Ex 4D, put them ints ‘new pars. 5s read out the definitions only to ther partney, Who guesses which words they aredefining, D> VOCABULARYBANK 148 Personality 1A 5s match the opposites alone, then checkin pairs. In feedback, elicit Ss' answers and be prepared to provide further ‘explenations/examples where necessary. B Ssmatch the adjectives to the statements alone, then check in pairs. tn feedback elicit Ss’ answers. In pairs, 5s describe people they know and/or Famous people \who match the adjectives. Make sure they dor't describe other Ssin the cass, though. ‘Stronger classes car do the exercises at home, ‘Answers: (A considerate/sefsh citcumspecvimpetuous,conservativey Tiberal, temperamental/easy going, gregarious/introverted Baselfish 2temperamental 3 conservative 4 introverted Seay-going Gcicumspect Tiberal 8 impetuous considerate 10 gregarious PaaS SA Introduce the listening by asking Ssif anyone has heard ofthe Myers- Briggs Type Indicator before, $s read the radio programme listing alone then answer the questions in pars. la feedback, elicit, Se’ answers, Answers: 1itisa test of your personality, 2 Anybody can use it, butts widely used by companies for their workers. B Focus attention on the questions and elicit Ss’ predictions. Ss Histen to the recording and answer the questions, then check in pairs In feedback, elt Ss" answers. Answers: 1 the peopleiwe work with 2 all kinds of people, often office workers 3 The interviewer asks questions about Mariella sty, what haright 2: This young guy He looks happy. He looks petty cool actually. Big smile. rah, Nice bright T-shirt rl wonder what hisjob is : Fm pretty sure he's creative of some sont ‘hazard 2 guess i's something todo with computers because he's you know, he surrounded with them, s0 maybe graphic design, something cool 1M: Theres something aout him that says sort of creative, caesrit 1 You know, with the — withthe bags around, Wat Yeah er what do you thinkabout al those bags in the background? 2: Oh yeah | hadi noticed those wonder what those are for, They might suggest that he designs the bags pethaps.| don't kro Wa: Yeah, maybe. Maybe he's ikea creative or something. or ‘marketing or something that invohes computers lke you said, (Me What's thatin the window, right through the back? It looks thea load of bikes, i 2 Wa: Itimakes me think he's ina gyn, which is ealy strange, seth? ‘Cos he doesnt look Yeah, a gyn, Maybe he's th Fm pretty sure ‘What with bags out everywhere and computers? ceptions at ayn. NO dort know though ’m pretty sure he's quite a laugh though. He looks ke a laugh, doesnt he? ‘What about-how old would you put him? Ob, um fd hazard a guess he's about twenty-something, Ordo you think he's older? Me Oh, definitely older. Yeah, reckon he's about fortyish Wi No way, reali? W2: Do you think? WA Idole his hac think t's relly coo Me Yeah, he just looks kind of happy. Sswork in pais to answer the questions from memory Monitor and help where necessary, but dont give any answers et. DD Sslisten again and check their answers. Feedback elicit Ss! answers. Answers 16 2A 3B 4A 5H 6C 3 Focus attention onthe expressions used for speculating, and explain that we can use these expressions when were making, {esses about something Ss find examples of the expressions bing used in the audio script on p165, then check n ais. In feedback, elicit Ss answers and dil the expressions chorally and individual. LANGUAGEBANK 1.3 p1z8-129 ‘Stronger classes could read the notes and do the exercise at home. Otherwise, cil the phrases from the table, checking Ss are using natural intonation. Ss workalone to complete the conversations, then check thei answers in pairs. In feedback, elicit Ss answers. Ss practise the conversations in pairs Answers: ‘reckon locks 2hezard Ssure 4 guess 5 wander 6sxy seems 7g 4 Sswork alone to rewrite the sentences, then check n pars. In feedback elicit $s' answers. Answers: 1 Itseemsto me that she's bittoney. 2 He ives the impression of being anery 5 reckon she’s probably an acess 4 ac to make a guess, Hd say she was happy wit ef 5 pretty sure he not telling us everything. 66 ld hazort a guess thot she's an only chi [RZNINEGON USE VAGUE LANGUAGE 55 Ss read the language nthe table, then discuss the questions in pairs In feedback, elicit Ss' answers. ‘Answers: Vague language sounds casual Also See the speakout tp. speakout TIP Read the speakout tip with the class and explain that using ‘vague language, hedges and filers isa useful strategy to give yourself ime ta think when speaking, $s read the audio script on 'p165 and find examples of these, then checkin pairs GA Ss work alone ta correct the mistakes in the sentences, then checkin pas. In feedback elicit Ss’ answers ‘Answers: Lacoupleofthings “2Atabout eghtish 3 stu ‘A potaplemy of Ssortpf finished | tony orso 1B Focus attention on the descriptions of linking and elision, and bbe prepared to give further explanations/exemples ifnecessary. Ss \work alone to listen and mark the sentences from Ex6X asin the ‘examples, then checkin pairs Play the recording a secand time if necessary In feedback elicit Ss’ answers and dil the sentences choraly and individually. Answers: 1 Mlb there soon. | just havea couple_of things to do 22 Why don't_we meet_at,about eighth? 3 Hea Jat of uf atthe hotel ut ean pek_ up later 4 Don't_worry We've got_plenty of time. 5 Weve sort_of fished, the accounts. 6 Therellbeabout, forty orso people attendingElision occurs when a sound disappears in rapid, natural speech, This makes it easier to say, and avoids having to put certain ‘consonant sounds together to maintain a regular rhythm and speed, ‘Ad and fA are the two sounds which are most-commonly lided in English, when they have a consonant sound before and after eg, Why don't we becomes /waxdounwi/ and an old ‘man becomes /onaulmen/. Raising 5s awareness ofthis can help them both speak more fluently and distinguish words more ‘easily when listening. The /t/ and /4/ sounds are also elded (or glottalised) when they are preceded by a vowel and followed by @ consonant, which ‘ears that instead of pronouncing the sound, we briefly close the vocal chords and then open them again, eg, about forty which becomes /abaufiti Note that as well asthe linking indicated inthe phrases above, ‘the /i/ sound is also used to link some of the phrases. In be ‘about, this i an intrusive /j/ sound, at isnt written In plenty of. and forty aro, it's linking /j/ sound as it's written. Ssmark the examples alone then check in pairs. Encourage them to practise saying the phrases if they're nat sure. Monitor and model where necessary, D Sclisten and check their answers, Elelt the correct answers, then play the recording once more for Ss to repeat the phrases. Answers: 1 felooks_ as ifs gota Jot af work todo 2 Shelooks_about_fifty or so. 3 sa IL dark isnt i 4 tvegot_a couple of thingstoask Sz 7A Ssturn to p88 and describe and discuss the portraits in pals. Monitor and note any common errs or examples of good language, and encourage Ss to use the language from the unit In feedback nominate $s to share their ideas wit the class Optional extra activity ‘ss.search the internet to find a portrait they really hk, using, {or example, a Google image search, ofa photo-sharing Website such as wwawflikccom (correct at time of going to tess), When they have found one they tke, Ss how to each atherin small groups, and discuss why they ke it. Encourage s to find ways of describing what kind of portratit {s-formal relaxed, spontaneous, posed, etc. B Write the following questions on the board: Whee would you bbe? What would you wear? Whar pose would you choose? What mooel would you be in? Would there be any other objects in the portrait? Would you be an your own? Would tbe formal or informal? Give Ss 1-2 mins to think about where they would want tobe if they were having ther portal taken and what siyle they would like tobe. Ss can make notes if they want to, When they are ready, Ss discuss their ideas in pairs In feedback, nominate Ss to share thei ideas with the class. Correct any common class errors that you heard, and drill any examples of good language you heard. TEACHER’S NOTES ‘When Ss are doing wency work i's important not to interupt them to comrectexrors, to ensure they cant maintain ther ‘low. ‘Therefore, while Ss are speaking, monitor unobtrusively and ‘make notes on common errors (and examples of good language se}. During feedback, write any common eras on the board and correct thom as ‘clas enor being careful not to highlight who mail the eros. Also, explain and drill any good examples of language you heard Homework ideas Be 7B:draw and write about your poral Language bank: 13 Ex, p129 * Workbook: Ex 1-4, p8 Le}1.4 TEACHER’S NOTES FRANCESCO’'S VENICE Introduction ‘Ss watch an extract from the BBC documentary Francesco Venice, inwhich a historian describes the history of Venice. Ss learn and practise how to talk about a possession, and write a description of an object. SUPPLEMENTARY MATERIALS ‘Warm up: write the questions below onthe board, Warm up, \Write the following questions on the board: What do you know tout your fori history? Has your family aves lived inthe place where you live now? Whois your oldest ving relative? Arrange Ss ito small groups to discuss the questions. In feedback nominate Ss from each group to share their answers with the class. 44 Arrange Ss into small groups Focus attention on the phato and elit what ct itis Ss discuss the questions in groups. Monitor and help withyocabulary, witing any new words and phrases on the board. n feedback, nominate Ss from each group to share their ideas with the cass. Culture notes Venice is a city in northern Italy, which is famous foritsrich culture, history and architecture thas a population of around 272000 nd is popular with tourists from around the word. It is unique nits geography in that it is composed of 117 small islands, and the main form of transports by canal, with the ‘maritime part of Venice having no roads or ars. The most famous form of transports the gondola, though thisis now mostly used by tourists and for ceremonies. Venice was avery ‘powerful city during the Middle Ages and the Renaissance, and isthe birthplace of the composer Antonio Vivaldi Optional extra activity (Boa Venice Quiz" with the class, before sharing the information Inthe Culture notes, Arrange Ss ita groups of three elicit a team name from each group and write iton the board, Ask each {group to appoint a‘secretary’' who will write their answers down. Read out the folowing statements, and ask each group to write true or false fr each one (out not to call the answers out}: 1 Venice has lots of rivers (Fithas lots of salt water canals) 2 Overtwo milion tourists vst Venice every yea. (1) 3 No other city in the weld has rove canals thon Venice, (E Birmingham, England's znd largest city has more miles of canals) 4 Most Venetian residents use gondolas every doy to go to work. (F Nowadays these are mostly only used by tourists and for ‘ceremonial occasions) '5 Venice hasno intemal roads forcars (7) 6 Leonardo da Vinci was barn in Venice. (F He was bor in Florence) ‘When Ss have written thelr answers, award points for each correct answer and write a taly on the board, The group with the most points wins, 2 GiveSs 2 mins to read the programme information then discuss the question in pairs. In feedback, elicit Se answar. ‘Answer: Francesco isa good person tohostthe programme because he is historian and iter and his family has led in Venice for centuries. 3 Ss work alone to complete the sentences, then check in pairs: \With weaker classes, elici/check the meaning ofthe words in the ‘box first. In feedback, elicit Ss’ answers, and be prepared to give further explanations and examples where necessary. Answers: 1 rotting (becoming destioyed by age) Buiethed fe. someone oir jou' dea) 3 Werte ‘a showroom DVD VIEW Go through the sentences with the class and check any new vocabulary. Play the DVD. Ss watch and put the events in the correct order, then check thelr answers in pairs In feedback elicit Ss! answers, Answers: 1b) 20) 36) 43) SSA ss answer the questions in pais from memory. Monitor and help where necessary, but dant give any answers yet. B Play the DVD again for Ss to check their answers. In feedback elicit Ss’ answers. Answers: 41 Because the houses now rotting and in terible condition. 2 Inthe 13th century 3 [twas bequeathed to another family. 4 They dd business there. They used their house asa varehouse, a showroom, 3 place to make money and a landing stage. Fa Francesco da Mesto FM: It was around tis time my family became sucessful ‘merchants and decides to build a grand house. It isthe oldest palazzo to Survive on the Grand Canal. Now itis rotting and ne ofthe saddest sights ofthe city. ILbreaks my heart Tis palaces called Ca da Mosto. It was built by my familyin the thirteenth century and my ancestors lived here nearly four hundred years until 1603, when it was bequeathed to another family. ve driven past it a thousand times, but Ive never been inside, If Thave tobe sincere, ma litle shy to come inside this place because | have always seen this house from outside; the mask that normally the public sees.’ dificult to enter 3 world where you have never been before a place you know al the people of yout Family lived aver many centuries I quite ‘strange sensation, something that ges you a feeling ofall the history on your shoulders, the thing of who you rein this ‘moment of your life. My family dic just lve in this house, they did business here. They used their house asa warehouse, a showroom. 2 place to ‘make money and landing tage, because the most profitable goods were from averseas, so 8 successful merchant had to be asailr to. Ss discuss the questions in pairs. Monitor and help with vocabulary, writing ary new words and phrases on the board. In feedback, nominate Ss to share theirideas with the class.speakout a possession 2A Read through the points with the class and check they know what to listen for Ss listen and take notes, then checkin pairs In feedback elicit Ss’ answers. answers: The objects avery old carpet. Backgrounc: Her great-grandfather took from Calcutta to South Alves The speaker inhesited it from her grandmother. Piysical descr pion rightly coloured, od, white, geen and gold ith pattems lke leaves, frayed Yalue:its important because ofthe story ofthe great-grandfather ‘aking ft fom Calcutta o South Africa Also because she inherited it ‘and will pass ton to her children Memories: Childhood memory ofithanging on her grandmother's wall Wy treasured possesion sa very ol carpet hat hasbeen ny fat our generations My west rnaether ws salesman, Hosa cape Cana Dengue Wate ventseneaprend ett Sou re fin sour Legend hast te he tok roltng bette dahes twat wen aratiscarpet mot fur ts sue bt hts the tn, pny. ead sone n Stn atne onthe cpt eae he oy When Re Se, ty pandmatenerted and wsteadof puting ion te Teor of Fer Rosen tbr sheFurgiton he wal Evens young eh Toerber i ts big eared res wie peer on gs wth tes bout prs at tiered it eee fegingon teal! he ding rem ac ay oondern gy tarp won te wa Anwoy vets Mts Deaths. meant um smn on yl ies Ie tian aye Stppos should repel le Some weaving alg spa but idiots Ok en le yen tne ean hen he dhden sei cays be oe BB Focus attention on the key phrases. $s listen and tick the phrases they hear, then checkin pairs In feedback, elicit Ss° answers and drill the key phrases chorally and individually. ‘Answers: (i has been in my family or four generations: My grandmother inherited its (t) was bequeathed tomes should repair it BA Give Ss 5 mins to choose a possession of their own or tink ‘of place that ther famity has special associations with and make notes on the points from Ex 7A, Menitor and help with vocabulary, writing any neve words and phrases on the board, B When Ss are ready, arrange them into small groups. Ss describe their possessions/places to each other. Encourage Ss to ask follow-up questions to find out more information. In feedback, nominates from each group to share what they found out with the class, “Alternative approach $s desc their possessionsplaesto eachother as n x88, ‘ut da’ say what the possession/aace is, Other S ten and ess what the possession place TEACHER’S NOTES writeback a description of an object ‘9A éticit/Check: gramophone player (an old-fashioned record player), a scratchy recording (one that has been played so many times it has got damaged), handed down (passed on from generation to generation) and an heirloom (valuable object that has been owned by a family for many years). Ss read the description then answer the question in pairs. In feedback, elicit Ss’ answers. ‘Answer: Its associated with childhood memories and memories of, the writer's grandfather. Make sure Ss choose a diferent abjct/place to the one they spoke about in Ex 85 Howover, they can use the points in Ex TAto help them plan their ideas. Refer Ss back tothe ideas for plenning ‘on pl, and encourage them to plan thet ideas carefully before begining writing Ss write their descriptions alone. Monitor and help with vocabulary, writing any new words and phrases on the ‘boar, When they have finshed, Ss show their descriptions to each other. ‘Alternative approach \When Ss have finished, collect in their descriptions and pin ‘them up on the wall.Ss walk round and read the descriptions. In feedback, elicit which descriptions Ss liked best, and why. Homework ideas * xB: write about the possession/place you described. x 9B: writea final draft of your description. L4LE) TEACHER’S NOTES LOOKBACK Introduction Ss revise and practise the language of Unit 1. The notes below provide ideas for exploiting the exercises and activites but your approach will depend on your aim, eg. whether you use the activities as a diagnostic or progress test or as revision/fuency practice. IF dane as a test then it would not be appropriate to ‘monitor or help Ss, Pea 2 After explaining the activity, elicit the fist answer as an example in order ta check Ss understand what to do. Ss underline the correct alternatives alone then check their answers in pairs. In feedback elicit Ss’ answers, Listen carefully to Ss’ pronunciation of the phrases and ifnecessary, dil them choally and individually ‘Answers: 1clear 2after 3malden Ghesself Shousehold Grnickname Optional extra activity Boa baclorards dictation Arrenge Ss into small teams, elite 3 ‘narne for each team and write them on the board, Dictate the phrases, starting with the last letter of each one and working backwards The Fist team to guess the word or phrase gets a point. The team with the most points at the end wins. SSN 2A Explain that Ss need to add a verb to each par of sentences, usinga simple form in one and a continuous form in the other eg. pst simple and past continuous). With weaker classes elicit the first two answers as an example. Ss complete the sentences alone then check in pais. In feedback elicit Ss’ answers, Answers: 1 a)iscoming ) comes 2 a) Vehad _by'ye been having, 3 a) wacboingb) was 4% a) don't get” b)isrit getting 5 a) Uwiorked b) U been working Wl B Read the example withthe class, and elicit the reason for 1b). Ss discuss why we use each form in pars Manitor and help where necessary. In feedback elicit Ss’ answers and be prepared to provide further explanations and examples where necessary. Optional extra activity “To provide extra practice of the continuous aspect write the following vetb formson the boart:is coming/comes, have been having have had, wos being/was don'tdoesnt gevsnt/aren't ‘getting and hod worked/hl been working. Ss work alone to vite five true sentences about themselves, using one ofthe verb forms from each option. Monitor and help with ideas where necessary When they have finished, Ss compare ther sentences inpairs DESCRIBING HABITS ‘3A Alter explaining the activity elicit the fst answer as an ‘example in arderto check Ss understand what to do. $s correct the sentences alone then check their answers in pars. n feedback, elicits’ answers. Answers: 1m prone to leaving things unl the last mioute, and then | aways hhave to ush 2 I dont tend to need as much sleep as| used to 23 | keep orgeting her birthday. ‘4 My parents were always very strc. and they wouldn't 6 let m= cout late at right. 5 lim more incined to phone people than to send them a text 66 limalways tying my house. leant stand it when i's in a mess. ‘Alternative approach Do this exerise as a race. Arrange Ss into pairs and ask them to work together to find the mistakes as quickly as possible. The first pair to finish wins. 1B Read the example withthe class. Give Ss 5 mins to choose three ‘oF four sentences and change ther about their partners. Monitor ‘and check they are forming correct sentences When they are teady, Ss read out ther sentences for thelr partners to confirm o¢ correct. feedback, nominate Ss to tll the lass something new they learnt about their partner aed 4A Check that $s understand the first lette(s) ofthe missing words is elven. 5s complete the sentences alone then check in pairs. feedback, elicit §s! answers Listen carefully 0 Ss" pronunciation of the words (especially mature, obstinate and conscientious), and if necessary drill them choraly and individually. ‘Answers: imjatute 2perceptive obstinate 4 conscientious Sopen-minded 6 inquisitive B Road the example with the class. $s workin pais to describe ‘occasions and guess the word, Fast-finishers can choose more words and repeat. In feedback, nominate Ss to share their ‘ecasions with the cass, SUSU ‘5A ssmatch the sentence halves alone then checkin pairs. In feedback elicit $s’ answers Asa follow-up, Ss can test each other in pairs by covering the fist half ofthe sentences, then reading out the second halves in orderto try and remember the phrases. Answers: 10 20) 3) 4d 5b) 6 Ta) Bh) BB Give Ss some examples of your own to demonstrate the activity {eg (reckon my country wil win the Would Cop. fd hazard @ guess that my boss won't giveme a pay ise, etc). Ss write thelr sentences alone then checkin pairs. In feedback, nominate Ss to share their Ideas with the class. BBC interviews and worksheet How has your family influenced you? This video extends discussion of the unit topic to family. Ss can View people talking about the role of family and how fariles Influence our personalities.TEACHER’S NOTES OVERVIEW READING | read an article about good and bad advice VOCABULARY | learing and experience GRAMMAR | hypothetical conditional past PRONUNCIATION | double contractions SPEAKING | talk about words of wisdom VOCABULARY PLUS | metaphors PERSIAN) LISTENING | listen toa radio programme about a tving library event VOCABULARY | collocations: opinions PRONUNCIATION | word stress GRAMMAR | vero patterns SPEAKING | discuss controversial ideas WRITING | 2 discursive essay:learn to use inking devices SPEAKING | dliscuss public trust in ferent professions VOCABULARY | idioms of opinion FUNCTION | Introducing opinions LEARNTO | express doubt PRONUNCIATION | intonation for emphasis SPEAKING | discuss dilemmas at work Pe we IC DVD | watch a BBC programme about a young chess prodigy speakout | a panel discussion writeback | o summary PMI Communicative revision activities (ISEB interviews ‘What i the best or worst advice you've ever been given? This video extends discussion of the unit topic to advice. ‘scan view people talking about advice they've given and received, Use this video atthe start or end of Unit2 or set itas homework WORDS OF WISDOM Introduction Ss revise and practise conditionals and regrets in the context of advice and learning, They also learn and practise metaphors related to careers and learning. ‘SUPPLEMENTARY MATERIALS Resource bank: pl4i and p42 Warm up; write the words below on the board, Warm up Write the fllowing onthe boar: teacher, family member, celebrity doctor, author and other. sk S to choose one of these who has taught ther an important lesson i fe, and give them 5 mins to think about what it was, when they heard, and how ithelped them. When they are ready, arrange Ssinto small {gr0ups to share thelr ideas. In feedback, nominate from each {group to share thei ideas with the class. aun 2A Introduce the topic by sharing a useful piece of advice you've been given and saying who gave it to you. 5 discuss the Questions in pars. and why. Encourage them to expand on thei reasons, giving ‘examples where appropriate. In feedback, nominate Ss to share their opinions with the class and find out how many Ss agree/ dlsagree with each statement, B Ss discuss which pieces of advice they agre/dsagree with J 2A Elct/Check work yourself into the ground and a screenplay. Ss read the article and match the speakers withthe advice alone, then check in pairs In feedback, elicit Ss’ answers ‘Answers: a)8 b)9 4 di g7 AS gz M6 B Ss discuss the questions in small groups. Monitor and help with vocabulary, writing any new words and phrases on the board, feedback, nominate Ss from each group to shave thelr ideas with the class, SUSIEUENN LEARNING AND EXPERIENCE ‘3A Focus attention on the introduction ofthe article and read the definition withthe class. lic the answer as an example, Ss work alone to find the other expressions then check in pairs. In feedback, elicit Ss" answers and be prepared to give further explanations and examples where necessary ‘Answers: 1find our feet 2 take advantage of opportunities Basetback Sonasteepleaming curve _§ leaming the ropes Ghad a profound effect on T trust your instincts 8 go with your gt feeling B Give sa few minutes to choose three or four questions and. think about their answers, When they are ready, airange Ss into small groups, and ask them to share their ariswers Monitor and, encourage 5s to ask follow-up questions, y Alternative approach AUN Arrange Ss into A/B pairs, and explain the activity. $s discuss the questions as in Ex 38, but each time you clap your hands, Student B moves clockwise to the next Student A Repeat until Ss are back n their original places, then give the Student Bs 2 mins to tell the Student As everything they ‘an remember from thei discussionsvat TEACHER’S NOTES BELGE HYPOTHETICAL CONDITIONAL: PAST 4A write on the board: didn't study so failed the exam, and elicit a conditional sentence and phrase for describing a regret (e.g. If (studied, (would have passed. {regret not studying). $s work alone to.ndertine three conditional sentences and tree phrases to describe regsetsin paragraphs 4, 6and 9, then check in pais. In feedback elicit Ss’ answers. Answers: Conditionals: But for hs advice, would have worked myself int the ‘gourd. (paragraph 4) te knew that statistic when Iwas learning the ropes td be sling insurance today (paragraph 6); Had Idone ths would have said es’ to some geal books. (paragraph 9) Regrets: | wish Il spoken to him eal: (parogreph 4: naw regret rejecting some authors who went onto have eood careers. (paragraph 9; only td known then what know now. (oarapraph 9) B Ssanswerthe questions alone then checkin pairs. In feedback, elicit Ss" answers, Answers: 1 IF past perfect + would + have + past participle 2 But for hs advice | would have... (paragraph 4); Had Idone this would have... (paragraph 9) 3 mote formal 4 No, they dont. The frst clause refers ta the past (fd known (past perfec), but the second cause refers tothe present {fd seling insurance today (present continuous) I's called 3 ‘mixed conditional because it mies cfferent time periods (past and present). 55 past perfect. Read the rules with the class, and be prepared to offer further ‘explanations/examples where necessary. D> LANGUAGEBANK 2.1 p130-131 ‘Stronger classes can read the notes and do the exercises at home. Otherwise, check the notes with Ss, especially the use of ‘ut for in each exercise, do the first sentence as an example. Ss complete the exercises alone, then check their answers in pairs $s can refer ta the notes to help them, Answers: [A Thad listened, wouldn'tbe 2 becoming had spent 3 wouldn't have found, hadn't called ‘ghad taken over would have caused 5told, would be staying 6 ariving would have died ‘Thad known, wouldn't have cooked ‘Brot pulled, would have won B 1 fFwehadnt gambled on red, we would have won. 2 They wouldn't have asked him to the party if he wasn ‘werent famous. 43 The boys egret borrowing your car. “Had she known you were a vegetarian, she wouldrit have 1 Fish 5 \Fonly| hadnt forgotten my keys we wouldrt be lacked out 6 |Fihade/t dropped out of university, wouldn't be working ina borin, lxt-aid jab. 7 Ammed wishes ne had spoken to you before you left. 8 Butfor his injury, we would have won. ‘After fwish |... and Fanly!...,orin second conditional sentences we can use were or was (eg, wish / were/was ch, He would ove this fhe were/as here. Were is recommended and more acceptable, but was is increasingly used in spoken English, and sounds more informal. 5A Make sure Ss understand that only one word i missing in each sentence §s work alone 10 complete the sentences then checkin pais In feedback elt Ss'answers. Answers: Lhave 2But 3only 4Had Sregret 6 wish Thave 8 would/woulde't B Go through the example withthe class. then workin pairs to/dentify the ather double contractions. Go through the answers, with the class and write them on the board. ‘Answers: hcbivelielped 2wouldni’ve Twelve Aidve Pay the recording and asks to focus on the double contractions Play the recording again for Ss to repaat the sentences, and make sure they are pronouncing the cantractions comteatly Optional extra activity Toke eight bank sheets of pape (0 fewerfyou have a smal ass), and at the top of each one, write one ofthe folowing sentence tates ‘fy teacher had aived tcey, | would have got out of be this morning if. But for my items ecent actions ‘fl maried a mooey, {wouldnt be erenow if. Fenty shes if. {could hove become an ostronaut if Heat not stated learning English when Ili, Stick te piecesof paper tothe walls around the classtoom. Ssivalk ound te class and add their own endings to each, sentence on the pieces of paper When they have ished arrange Ssinto small groups and allocate one or more ofthe sheets to them (depending on numbersin your dass) Ss work ‘ngroupsto corect any erorsinthe sentences, and choose their favourite sentence fr each one. In feedback, nominate @ student from each group shane their answers ‘Asa follow-up, collect the pieces. paper and correct any errors ‘onthe bond with the ss, GA Ss complete the sentences alone. Monitor and help with Vocabulary, writing any new words and phrases on the board, and check they are forming conditionals and regrets correctly. B Arrange Ss into small groups. Ss share their sentences, elaborating as much as possible. Monitar and note any common errors and goad use of language fr later feedback. In feedback ‘nominate Ss from each group to share any interesting information With the class, and give Ss feedback on their language. Pee METAPHORS A Ss read the metaphor and choose the correct meaning in pits In feedback, elicit the answer, and askif Ss have a similar ‘metaphor in their own language(s) ‘Answer: 3) B Ss discuss the questions in pals. n feedback, nominate Ss to share their ideas withthe class, and have a brief class discussion Answers: 2 Metaphors add colour to descriptions and help ust visualise a subject 13 They Felp to communicate an idea because they allow ust compare one thing to anther.speakout TIP Read the speakout ipa ihe lass and explain that recording ‘metaphors by topic helps then remember them and also makes it easier to retrieve them when tkey want to use them. Explain that they are now going to learn some metaphors, and they should record them in theirnotebook by topic as suggested. 8 Focus attention on the picture and elicit which two ‘themes! are illustrated (work/business and jourmeys).Ss underline the phrases and match them to their meanings alone then check in pairs. In feedback, elicit Ss’ answers. Ask Ss if they have any similar ‘metaphors i their language(s) and if soto explain them in English tothe class “Answers: 1.g0 downhill 2 ata crossroads 3 (Yul go far “breach the peak A Divide the class into two halves: As and Bs. As underline the ‘metaphors and match to their meanings on p22, and Bs do the same on p159, then check with other Ss inthe same group, When they are ready, go to each group and check Ss answers. Answers: ‘p22: regurgitate 2hard to swallow 3 hal-baked (dea) ‘food for thought plSe:1 putasidesome time 2 wasting precious time Sccantafford tospend time 4 ve on borrowed time B Rearrange $s into pars, so that each pair has a Student A and a Student 8 (F you have an odd number of Ss have one group of three) Ss take itin turns to read out their texts tice, while their partner listens for metaphors. Ss peer-teach their four metaphors to their partners. Monitor and help where necessary. In feedback check Ss understand the metaphors and be prepared to provide further explanations and examples where necessary. Alternative approach ‘When 5s ead out their texts for thes partners, they can do thisas human audio players Elicit/Check the basic tontols (play, pause. rewind, forward) While their partners listening. they se the contos (eg cling out Rewind! Stop, Pl ‘Pause! inorder to get further clarification or help to identify the metaphors This helps them fel in control and lsten at theirown pace 410 Read the example withthe class $s replace the undertined phrases alone then checkin pairs. In feedback, ect Ss’ answers. ‘Answers: 1Youll go far, 2hard to swallow Sputasidesometime &halébaked 5 go downhill living on borrowed time 7 the peak 8 food for thought 4A Give Ss enough time to thinkof and write their ideas alone, Monitor and help with vocabulary, writing any new words and ‘phrases on the board. |B Nominate Ss to share thelr ideas with the clas, and find out if any pairs have similar answers. TEACHER’S NOTES > VOCABULARYBANK p149 Metaphors Write on the board: Intelligence a ight, Theories as buildings and Business as war, and elicit any metaphors Ss know under these topics. Ss match the metaphors to their meanings alone then check in pairs. In feedback, elicit Ss’ answers. ‘Stronger clasees can do the exercise at home, Answers: 1 bight = ineligent 2 shoneat maths = was especially good at something 43 came to me ina flash of inspiration =a clever idea that comes suddenly dim =not very intaligent constructed = developed Support = help prove falls down = fas because ofa particular reason, Foundations = basis ailing =a big profit 110 launched an aggressive campaign ~began an intense series factions, 11. targeting = aimed at 2 join forces= merge together Homework ideas + Language bank: 21 Ex A-B, 9131 Vocabulary bank: 9149 * Workbook: Ex 1-6, 59-10 2ATEACHER’S NOTES CHANGING YOUR MIND Introduction Ss revise and practise verb patterns in the context of ling, libraries. They also practise writing a discursive essay. SUPPLEMENTARY MATERIALS Resource bank: p140.and 9143 ‘Warm up; write the words below on the board. Warm up Write the Following word onthe board university students, homeless people foreign tours, the elderly and teenagers Ss discuss which common stereotypes ofthese groups extn thelr county or countiesin pairs, and how far they agree with them n feedback elt ideas nd havea bi discussion LISTENING ‘4A Books dosed. Write fvng library onthe board and ask Sit they've heard oF it f they have, ask them to explain what itis. f not ask them to guess what iis B Elicit/Check: preconceptions and stigmas. Wite the following |question on the board: Do you think living braves re a god idea? Why/Why not? Ss tead the text to check their ideas from Ex 1A and discuss the question in pairs before feedback with the class. 2A Go through the questions then pla the recording 5s listen and answer the questions alone then check in pais In feedback, elit answers ‘Answers: Alex was nervous at fist and uneasy, but he found the ‘expetience eye-opening. Saba enjoyed the experience and found it aver anew perspective. DePresenter A=Alox S=Sabe : Nou, you might think ofa librery as @ dusty ol place fullof books that nobody uses anymore. But na lvng library’ the books ‘are real people. People who an sharea significant personal ‘experience, ofa particular perspective on ie. Today weve got two people hereto tellus about ther ving book’ experiences. Alex Faller who was a book at his living library event in Sheffield, anc ‘Saba Chataranda, who was a reader at an event in Norwich. Fist of al Alex hi Hello ‘lex can you tell usa litle bit about the experience? What kind of book were you? And hat was it ke? ‘A: yeah .. well the evert was erganised by the university and ‘was mean to tackle prejudices, arrived in a bit of @ hury, and er... quichly checked through the catalogue to see what kind of “pooks’ were avaliable, and toe, sign myselfin as‘ student: A student. OK And what sort of prejucices were you expecting? Yeah wel er | wasn't sure what to expect really, but when you read the catalogue, agaiet each bo there ate few of the ‘yplcal prejudices and preconceptions that people might associate with your title So, next to Student people had waiten things ke “tazy, politically apathetic; do useless degrees: And also ‘waste tax payers! mony’ rit cook’ and spends al his money on beer ‘Well, thinking back tothe previous night, | wast sure how | was ‘going to tackle any of those accusations. bs Pe | see. Se what did you do? Well Fst we just had to go and sit in the wating room. Ane | was beginning to have second thoughts, tobe honest. was quite ‘uneasy sbout it al, But anyway. then the public started coming In, twas like siting on a shell wating and hoping that someone would choose you, and hoping that you would be able to find something to say when they di. >: Er right. And presumably someone did choose you |; Yeah... an older man, with gre hair and a sul, came tocolect ‘me. And as we were walking over to out cornet | was planning, my responses ta the expected accusations. Bu, In fact, as we started talking over coffe, e compared our experiences ~ you now, student fein the 1960s, nth ts rots end protests, wild ‘music, and al he ambitions they had of changing the world. And studentlife non. Ok... andl what did you discover? Anything interesting? Betualy, we found that we share a lot ofthe same ideologies, ‘and that many things haven't really changed, Py: Ahh... that interesting So, do you think there was any point in the session? Did it change your opinions at all? [| think the directness ofthe experience was eye-opening really It forces you tohave a very cant discussion, sa people have to keep an open mind about things, and that has to be goed. ‘Thankyou. And Saba .. how was your experience? Was Isla? Did you enjoy the ving book’ experience? ‘S Hi Thankyou. Yes, realy enjoyed the experience. Um, went toa ‘three-hour session in Norwich, and I was really surprised at haw ‘much learnt. I gives you a chance to realy talk to people, who ‘may be froma diferent religion, or culture et, people who you don't normally get to talk to in your everyday life Great So, who cid you talk to? {met all kinds of people, some wonderful people. One of them vasa lady called Kari, a blind weman. Karrie visually impaired having lost her sight due to iness when she was a cil. The first ting that struck me about Katies that she's Rercely Independent. She doestt tke other people doing things for he, 50 you can imagine that can be a bit cificut Ps Absolutely So, what i you learn from Karva? ': OK, her mission was to tackle the stigma that people attach to blind people, that theyre helpless. So, she wants ta chalenge the stereotype that just because person cant see, they cant do anything for themselves Ani how does she do that? Well er; Kari lives a perfectly oral fe er, she goes to work ‘gees out socially ~ and does all the things that the rest of us do, Well she cart drive, ut that was really ane of her few limitations. Shetold me about other successful lind people around the world Uno have had a great impact on society ~es people who've been successfully employed, or taken degrees, published books, even participated in Olympic events. These ae the people that have been Kari’ inspiration. That's wonderful Tell me, dl you ask Karrie about her other ‘senses? You know, people often say that people who are blind use ther other senses, beeause these are quite well-developed. ‘That's right Karte feels that she's quite a good judge of character. ‘because shes able to ee’ people for wha they really re, on the inside, rather than just how they want to present themselves or how you may judge them because of the clothes they're wearing As she putt shes able to See with her heart rather than her eyes. P: OK... ow interesting So did the conversation change your views on disability? ': Yes, tic defintely My conversation with Karie gave me a whole ew perspective taught me not to be rarrorsminded about cisabilty, and thank er for that BE PP P: we P: B Give Ss 3-4 mins to try to answer the questions from memory. Play the recording for Ss to check thelr answers, then check in pais Infeedback elicit Ss’ answersAnswers: 1 az’ politically pathetic, Wo useless degrees waste tax payers) ‘money’ can't cook’ and Spends all his money on beer” 2. Nervous that he wouldnt be able to deal withthe accusations. 3 Heexpected him to make accusations against him. 44 They talled about ie as a student inthe 1960s and compared it with student ite today, '5 That she was freely independent 66 She shoping to tach the stigma often associated with being bling that it makes you helples) 7 She leads afaity norma fe, doing most things for herself but she is unable to drive. '8 She feels that she's able to se’ people forwho they ealy are, ‘nthe inside, rather than just how they want to present themselves, by their appearance She is less likely to judge [people for how they look She sable to see with her heat’ rather than her eyes, DISA UENNM COLLOCATIONS: OPINIONS 'BA Ss complete the phrases in pairs. In feedback, elicit Ss' answers and be prepared to provide further explanations and examples where necessary, ‘Answers: 1 preconceptions 2stereatypes 3second 4 mind Sinarrow-minded 6 eye-opening 7 perspective 8convincing B Go through the example with the class, emphasising the stress patter. Play the recording, pausing after each word for Ss to write it down, Encourage them to say the words to themselves if theyre not sure. Check answers withthe class, then play the recording again for Ss to repeat the words with the corect stress. ‘Answers: ‘00. 2000 000 perspective preconceptions have second thoughts VOCABULARYBANK 149 Opinions 1A $s choose the correct alternatives alone then check n pais. Infeedback, ect Ss" answers, and be prepared to provide further explanations/examples where necessary, B Ss complete the sentences alone then check in pats In Feedback, elct Ss answers, ‘Stronger classes can do the exercises at home. Answers: A Agencral 2heep 3 personal 4opinionated Sdiference Geivided 7maiter Bentitled B Apersonal_2opinionaled Sdifference sdhided Smatter Geniitled 7heep Byeneral TEACHER’S NOTES VERB PATTERNS 4A The aim ofthis exercise is to give you (and $s) a chance to test how much they knaw about verb pattems, Feedback to this exercise should give you an idea of how much detail you need to .g0 nto, and whether you need to do the Language bank exercises, inclass, or whether Ss can do them at home. $s underline the Cortect alternatives alone then check in pats ‘Answers: 1i0's3y 210 ask being feeling 3 to offe, to challenge Atalhing.being Stabe 6 Sleeping, todeal B Elicit the frst answer as an example. $s find examples of the verbs alone then check in pairs. tn feedback elicit Ss’ answers, Answors: 1 wanted toofferG) 2 advised meta be (5) 3 (given the) freedom to ask 2 4 scared to sy (1) / afraid to ask (1) / harder to deal wth (6) 5 tochallenge stereotypes (3) 6 admit feeling 2) 7 worry about being judged (2) / arguments for bing a vegan (@)/ _pologise for not being (4) 8 Sleeping outside (6) / Coping with ow (6) 9 enjoyed talking) Like can be followed by the lafinitive or verb +-ing, however there ia subtle difference in meaning between the two. Like + verb +-Ing describes a true feeling, eg, I dont lke getting up early. Like + infinitive means there is a reason forthe preference, 2g On a Monday morning, like to get up early to plan my work for the week. © Ss match the examples with the rules alone then check in pals. In feedback elicit 5s’ answers and be prepared to give further explanations and examples where necessary. ‘Answers: a)3b)1 2 [> LANGUAGEBANK2.2 130-131 ‘Stronger classes can read the notes and do the exercises at home. Otherwise, check the notes with Ss, especialy the use ofthe passiverperfec infinitive and ~ing form. In each exercise, do the first sentence as an example. Ss complete the exercises alone, then check their answers in pais. Ss can refer to the rates to help ther, ‘answers: ‘A Lmoking 2tounderestimate 3 toimpress 4 walking Siohavefoimed 6t0s2y Tjudging Btodo 9togve Bt Comect 2 I don't know why you waste all yeur time sitting in frant of the compute. 3. Cooder was encouraged to play the guitar by his athe 44 They hoped tomeet up with some of the stars after the show '5 They were rumoured to have got married in secret. {6 | gave. the dea of gong nto politics when | was in my thirties 7 We were tempted to ask fe could stay the night, but we. thought might seem rude, 8 Conect esyea TEACHER’S NOTES 'SA Ss complete the sentences alone then checkin pairs. in feedback elicit Ss’ answers. Answers: Lio feel 2Mecting, having Stoask ‘toimagine Sleeving Giomary 7iohavelost Being Alternative approach ‘Arrange Ss into small groups. Give Ss 3~4 mins to discuss their answers to ExSA, but don't let them write their answers yet. When they are ready, call out a number to the class and the first team to call out the correct answer fr that sentence wins ' point. At the end, the group with the most points wins, Give ‘Ss 3ed mins to complete Ex 5A alone, writing their answers. In Teedback elicit Ss’ answers. 1B Give Ss 2-3 mins to think of ideas and write them dawn alone, Monitor and help with vocabulary, writing ary new words and phrases on the board. © When they ate ready, Ss dlscuss thelr ideas in pars. In feedback, nominate Ss ta share their ideas with the class. Bans GA Give Ss a few minutes to read the statements and mark how strongly they agree/disagree with each one B Arrange Ss into small groups. $s fst decide which two statements they want to discuss, then share their opinions They then modify the sentence (not their opinions), until everyone inthe 10up agrees. Monitor and note any common erors and examples 0 good language for ater Feedback Fast finishers con discuss/ modify more ofthe statements Nominate Ss from each group to share their madified statements with the rest ofthe class, and allow a clas discussion to develop. Encourage al Ss to contribute by asking for their opinions. tthe end, give feedback on their language. [ENIGMA DISCURSIVE ESSAY; LEARN TO USE LINKING DEVICES A Focus attention on the photo and elicit what Ss can see, Write {wo headings on the board: Reasons for homelessness and Ways to reduce the problem. Ss discuss the questions in pais Elicit "ideas ‘and write them under the headings. B 5s read the essay, and check f any oftheir ideas are mentioned. In feedback, elicit the ideas in the article, and tick any ofthe ones on the board that are mentioned. @ Ss read the guidelines and compare the essay alone then check in pairs. In feedback, elicit Ss’ answers by going through the {uidelines and checking how far the essay meets them. ‘answers: Ie follows all the advice 1 It has an introductory paragraph, 2 Ituses paragraphs to explain the forand! against arguments 3 ttineludes linkers. 4 thas a concluding paragraph which includes the writers opinion. ‘SA. ss complete the table alone then check i pairs. In feedback clit Ss answers and be prepared to further explain the meaning/ use of each linker where necessary answers: Introduce adltional formation: Adtionally In aeition to this, Furthermore, Lkewise ingicatea contrast: however, On the other hand, Nevertheless follow a logical argument: Consequenty so For this eason... prove you point: fac In conclusion speakout TIP Read the speakout tip with the class, and explain that using correct ‘punctuation in discursive texts is important inorder to have a good effect on the reader. Ss find examples ofthe linkers in the diferent positions, then compare in pairs. 1B Check Ss understand that two ofthe alternatives are correct, and one is incarrect. Ss delete the incorrect alternative alone then checkin pas In feedback, discuss wity the incorrect alternative can't be used, Answers: 1 inconclosion, However 2Onthecontary 3 benee Aiton bese Gitta nite ADA Arrange Ss into small groups, Remind $s of the statements they saw in Ex6A Ss choose one and discuss how far they agree/disagree with itn ther groups. Encourage Ss to take notes of any interesting arguments/reasons that come up and explain that they wil be able 1 use these late. In feedback, ‘nominate 5s from each group to share their ideas with the class. BB Remind Ss ofthe advice for planning their writing from Lesson 1.1 Ex 108.5 pln their essays, making notes of arguments they can make and reszons for them. Monitor and help were necessary. Ssnite their essays alone, Monitor and help with vocabulary, \writing any new words and phrases on the board. Check s are using a range of appropriate linkers. When they have finished, Ss swap essays with a partner and discuss how well they allow the guidelines in Exa, Homework ideas: » Write a discursive essay based on one ofthe other topics in Ex6A, + Bc OC: write 2 final draft of your discursive essay, © Language bank: 22 Ex '-8, 9131 * Vocabulary bank: p149 * Workbook: Ex 1-6, pl 1-12WHO DO YOU TRUST? Introduction Ss learn and practise phrases for introducing their opinions and how to express doubt. SUPPLEMENTARY MATERIALS Resource bank: pla ‘Warm up; write the letters of the alphabet on the board. Warm up Cn the board, writ the letters ofthe alphabet in ores with space nen to cach etter to adda word, range Ss into smell groups. Ss try tothinkot ajo that begins with each eter ofthe alchabet and witeit down Stop them after 5 mins and eet ther ansvers, \witng the jobs onthe board. The group wit the mos jabs wins. ‘4A Arrange Ss into small groups With multilingual classes, ty to include a mix of nationalities in each group, Focus attention on the phtos and elicit which jobs Ss think they show. Write any new vocabulary on the board. Ss discus the questions In feedback nominate Ss from each group to share their ideas with the cass. B Elici/Check trustworthy, clergy (the offical leaders of religious activities in organised religions) and in good fith intending to be honest and nat deceive anyone). Ss rad the article, then discuss if the sams true in their country or counties n pals. In Feedback, a8kS5 to share their ideas with the cass. With monallngual classes, ask other Ss agree, and with multilingual classes, compare ideas from afferent counties. PETES IDIOMS OF OPINION 2A Ss underline the idioms in the article alone then checkin pars, and discuss what they mean. In feedback, elicit Ss’ answers, ‘Answers: Dr David Bale says Ive got a real vested interest: “Tohavea vested interest means you are net neutral because you have personal reasons fr wanting things ta be a particular way. Professor Justin Lewis says, We dont have an ane to gril which means the opposite. B Scundertine the idioms and choose the correct meanings in pairs. feedback, elicit Ss' answers and be prepared to provide further explanations and examples where necessary. “Answers: 1 pay devils advocate b) 2 speak my mind b) ‘siting on the fence 2) &beat about the bush b) Optional extra activity $s choose two of the idioms from Ex 28, ae think ofand write a situation (true or false) from their lives when they did the ation described inthe iim, Monitor and help with vocabulary, ‘writing any new words and phrases onthe board. When they are ‘ad, arrange Sint pats. ead out ef situations to their ‘partner for them to ty and guess the idiom. © Answer the question with the class ‘Answer: Al of these con be Used ta introduce opinions or knowledge. GUNSUELE INTRODUCING OPINIONS ‘3A Sslisten to the debate and answer the question in pairs. Tell, ‘Sst to worry they don't understand everything, just to listen, for the main points. In feedback, elicit $s’ answers, “Answers: sue: whether we can trust the news we read these days. Corelusion: that mast journalists are honest buta few of them give alljouralists abad name, Wi=Mani Wi=Womani M2=Man2 W2=-Woman2 SERRE in ml cena a neta don we: Wn a: Why? HM: Because oumalsts have an ae oe we: Whatton ME Itktsvey reo get atlanta urals dnt thnks wave hana rere beimpertal ow seo ne Secret se: iy ty ula journal vor be paral? Wy vould Jat nat ies beipauadsunay hese ote journalist ‘we: Oooh, dent know about that MA: Ie itis... why? ‘Wa! No, | fm agrecing with you. jst saying think there ace Some journalists who cannot be trusted. They have an agenda they they arerft there to tell the truth they're there to sell newspapers. oF they have anaxe to grind. Mi: Yeah i job, they're being paid and, er, effectively theyre the mouthpiece for whoever spaying them M2: But srt the Jb ofa journalist tobe, to be rigorous? mean if somebody comes up with apiece of nonsense, of just whatever er you know apiece of received information that they'e spouting. isrt the jd ofa journalist to get tothe bottom of that and say. What do you realy mean by that, have you got proof of it wha you know what are your sources? That's thei job, surely? Exactly you know theyre going in there asking Wheres the evidence for what you'e saying? They're not just going to say, you know’ ‘Oh you tell me every sheep in Wales is bive and theyre not going to go‘Ooh right Iljust vate down every sheep in Wales is blue! They're going to say’ Right, well show me Dhotographs, take me and show me tnese sheep: ‘Mi But, but the bigger issue here Ifyou ask me is that they'e there to sell newspapers and newspaper owners have politcal agendas. W2: Quite frankly its a business a wel srt tt MA: tes. a political business, (M2: From what can gather about the nature of. oF the dispassionate idea of being a journalist, what a journalist is after isthe truth Ifthat journalist then goes to work fora particular paper that’s goto particular angle... particular axe to grind ‘then, certainly that journalist may enr towards one side of the political spectrum or theothec But only bit. | would say. ‘would say they are stil after truth at its heart. ‘Wit: Exactly Surely ny journalist worth his of her sale is going to make the case fr bath sides. Anybody just arguing one sie ina totally biased way is rot going tobe taken seriously. Mi: Why? Why are there so many libel tials then ifwe can wust ‘everything journalists write? ‘We: And from what can gather, people and journalists included dont even know that they‘ biased and they writ, you know, something trying tobe impartial and they, they wort realise ‘that actually they have a slant on it, you can't help it ‘WA: [find that highly unliely. mean, they re not stupid people, are they? Mi: Some of them are, for some newspapers, the way they write, increcbly stupid, ‘We: But surely the people being tibelled are ust people vo dit lke what was said about them? wi:yey TEACHER’S NOTES M2: Could we... do you think we could agree thatthe basic honesty of jouralist is probably nat to be questioned but there are a few bad apples inthe cart? Wa: Yeah. M2: And that there are Journalists who give other, you know, who are bad jouralists, who are partisan and who are arguing a particular political slant who ghe other Journalists a bad name. MA: lel fd say that there area few bad cats rather than afew bad, anples! B Give Ss.a couple of minutes to tad the statements and check what they can remember Play the recording again for $s to listen and tick which ideas are mentioned, then check in pairs. In Feedback elicit Ss’ answers. Answers: 1,3,4,5,6,7,8 | At this level, e's important to tan $s to get as much information as they can from listening to an extract once. This mizors rel fe | where $s may not geta second chance to listen. By allowing them. toccompare their answers in palts before feedback, they may be | able to combine answers. This means theyll be more confident in feedback and may not need to listen again, A Ss complete the expressions from memory then checkin pars. In feedback, elct Ss’ ideas but don't give any answers yet. B sind the expressionsin audio script 2.4 on p167 and check their answers. In feedback, elicit Ss’ answers forall the expressions, ot just those inthe audio script, and dril the expressions chorally, and individually Aes Nope aan "Sioa gai Heo 6a) The folowing expressions aren the recording inorder Asfarcstn concerned: you ohne: ite fray, From what con gather 2 Some researchers make an important distinction between ‘acquisition and leaming. The frst s where Ss ‘pickup’ languace, often unconsciously, and the second is where Ss consciously study new language. By providing Ss with authentic text, and asking them to ‘pick out’ language, we are combining the two brocesses, and making language leaning more memorable D LANGUAGEBANK 2.3 130-131 ‘Stronger classes could read the notes and do the exercise at home. Otherwise, dil the phrases From the table, checking 5s are using natural intonation. Ss work alone to match the sentence halves, then check thelr answers in pairs. In feedback, elicitSs' answers ‘Answers: 1a) 20 3) 41) 51) 6g) 7b) 8d) 9) SA Ss choose the corect alternatives alone then checkin pats In feedback elicit Ss’ answers. Answers: In Zgather Seonceined Akrowledge Sask Ghonest B Ss discuss their opinions in pairs, Encourage them to give reasons for thelr opinions In feedback, nominate Ss to share thelr ‘opinions with the class and have a brief discussion. [SELINNTEN EXPRESS DOUBT 'GA tice what Ss say when they doubt someone's opinion, Focus attention on the phrases Ss listen and tick the phrases they hear, then check in pairs. In feedback, elicit Ss‘ answers and dri the phrases chorally and individually “Answers: Phrases 1. Bare False tn ante ‘arise daetane Beret? Fe Wy woul uals rot want tobe pal? eae ea ieaetcnire Extract 3 ‘A: Journalists don't even know that they'e biased find that hight uniikely. and dare used, B Read the question wth the class and elicit Ss answers, Answer: 1 sslisten to the recording, paying attention to the intonation on the modifiers, Play the recording again for Ss to listen and repeat. 1 Lay ont brow about tht 2 hrmveaty nature aout hat 3 Thats hehyaeboabe 4 nd a epi ue ‘A Give $s 5 mins to ead the cases and make notes, Monitor and hhelp with ideas and vocabulary, writing any new words and phrases (on the board BB Arrange Ss into groups of thre. Ss debate the issues in each case, Encourage them to use the phrases for introducing opinions and expressing doubt, and monitor and note any common erors and examples of good language for later feedback In feedback, nominate $s from each group to share their ideas with the class, and gives feedback on their languoge. Alternative approach Arrange Ss into two large groups. While making notes for 7A, one half ofthe class should adopt atric’ approach, ‘while the other should adoptaienient approach, Each ‘7oup should think of measures to take and reasons fr their respective measures: When they are ready, arange Ss into pairs with one student from each group to discuss which measures they would take, and try toagree on the best course of action, Sstuen to p159 and compare their ideas with what the bosses did, then discuss if they agree in their groups. In Feedback elicit Ss'ideas, Homework ideas. “© Ex TB: write about your advice for each situation, » Language bank: 23 Ex 4 p131 = Workbook: Ex 1-4 513CHESS MASTER Introduction swatch an extract from a BBC news report about a young chess prodigy Ss lear and practise hove to take part in a panel discussion, and write a summary. ‘SUPPLEMENTARY MATERIALS ‘Warm up: bring or download pictures of Beethoven and. Picasso. Warm up Bring or donnioad pictures of Beethoven and Picasso to show ‘sand write the two names onthe board rrange Ss into small teams. Elicit a name for each team, and write it on the board, Each group appoints a secretary’ who will write their answers on a separate piece of paper. Read out the statements. Ss listen, confer and write B for Beethoven or P for Picasso fr each one Hebecame deaf in later if (©) His the ws wey ste. (8) Hi fall gare consisted of twenty-three words. () ededisate ane of his works to Napoleon. (8) fis fsa ward was pencil (P Kecnlydrankraffee made with exactly sixty beans percup. (8) He morred twiceand had four children. () When he was bor, the mii thought he was stibor,(P) When they are ready, teams exchange their answers with other teams to mark Go through the answers. and avard points The team withthe most points wins PnaE 1A Arrange $s into small groups to discuss the meanings of the words/phrases in bold. In feedback elicit Ss’ answers and check understanding. Be prepaed to provide further explanations and ‘examples where necessary, Answers: Innate len a special bility that you were boen with puttheirsuccess dunt: attbute their success to elon possi: somethingyou have been dedicate tol your fe ccadeicalyarisicaly/tyscaly gic particularly good at ‘cademicstuciesart/physcal actives Inher: derive genetical rom you prens/ancestors trots estingishing qualities orcharactrsies _shope: help determine B Ss discuss the questions in the same groups as in Ex 1A.In Feedback nominate Ss from each group to share ther ideas with the cass, 2 Elici/Check child prodigies, Give Ss 2 mins to read the programme information thea discuss the questions in palrs. In Feedback elicit Ss’ answers. Answers: 1 Her achievernent is special because shel <0 young, 2 Carissa father has been inflential as he taught her to play chess when she was young TEACHER’S NOTES Culture notes {Carissa Vip isa chess player from Andover, Massachusetts, wha recently, atthe age of 1, became the youngest female chess masterin the USA after beating other masters in a touament. ‘She leamt how to play at six and she can play with her eyes ‘losed, without a board infront of her She has a chess ranking of £2,203 (the worlds highest ranking player has @ ranking of 2.863). ‘She says she prefers the longer slower games to faster blitz ames because it gives her time to think and calculate her moves ‘3 Read the questions with the class and check Ss know vat to Uisten for. Ss watch the DVD and ansner the questions, then check their answersin pair. In feedback. elicit Ss’ answers Answer: 1 Carissa would tke to be woild champion as soon as possible [Jane OBrien C= Carissa F=Father T=Teseher Re Principal M=Mum J Spot the newest chess master this room No, ts not him Its nat him, ether les actully 11-year-old Carissa, the youngest female chess ‘master in US history. For this tournament in Philadelphia shes takingon players twice her age and then some. Her father taught her the game when she was very young, even though they can. quite agree how young, © My father taught me to play ches in Kindergarten, right? F: [shakes head) © Yeah, he taught met play chess in Kindergarten, F No © No? When was it? F Fist grade Go, wanted to play chess in Kindergarten, so you taught me. ‘And then | joined the chess club in fist grade F:Ididnt teach yout that... when you were in Kindergarten, G First grade then, J Fewer than twa percent of chess players in America reach the level of master Not surprisingly, Carissa rate the top git under twelve in the country, Eu look t how you can play chess, you can diagram the moves algebraically And oftentimes they do, Andin fact, fyou talk to Carissa, sometimes she plays the game without the physical board in front of her, J: But Carissa sso unassuming that many thers aren't even aware she plays chess PR: You would never know I you were to came in nat knowing who she was, and | were to say she's in this classroom, you would never know who sheis. Because that just who Carssais She's just anormal, everyday young adolescent going about her business in a middle choo. © _Ohallmy teachers were just ke congratulating me, wer ike “Oh Carissa, how come you dah tellus you're a chess master And was ike, "am | gues it’, tno big deat really J: Mest ofthe time, shes just tke any other kid. Mum picks her 4p from school, she hangs outwith her fiends, and she does homework, eventually Me_ You play games afterwards You need to finish your homework First. But chessis her passion, And at her local club recenty she played thity-one games simultaneously. And she can teach, helping young and ald alke. But chess can also be a lonely game, when youe so good nobody wants to play with you at all That’ unlikely to last though. As her Fame increases, challenges are sure to follow. © [want tobe a world champion as soon as possible, And who's to say she won't be? Jane OBrien, BBC News, eype] TEACHER’S NOTES 4A Ss complete the extracts in pars from memory. Monitor and holp where necossary, but don’t give ary answers yet B Play the DVD again for $s to check thelr answers. In feedback, elicit $s" answers. ‘Answers: Livice 2tve Saware adolescent Sdeal homework 7 thity-ane Bgood '5 Ss discuss the questions in pairs, Monitor and help with vocabulary, writing any new words and phrases on the board. In feedback, nominate Ss to share ther ideas with the class. speakout a panel discussion A Read through the questions with the class and check they know what to listen for Ss lsten and answer the questions, then checkin pars n feedback elicit Ss’ answers. Answers: “The speaker presents the nurtue' side ofthe argument suggesting tharpeople do notinherttheiabilties but that they develop them Ltvough experience. She uses the example that 3 child born witha natural bly for music wil not develop inca good pianist. unless hheorshe practises the plano. an _Q= Questoner ut the influence of nature versus nurture Ana fie to begin by tating that as set by Tar the strongest influence has to be nurture The eason thik thisisthat believe the way wee brought up will havea much stronger inflvence on how we behave than anything that’ in ‘ur genes mean some people wil argue that our abilities are ‘determined pretty mich exclusvely by our genes, sof you father \wasa great certs tha raturatablity for mathemati, then theresa pretty good chance thet you mightier that ae ably. Personal, rics to suggest thts chink that ‘wen 9 parent haul strength ones, or achieves something wondefulina paula el, then the chances are that when they ae ce, they wil tint inthe len the same ind of tees sl pss on tei owed thet passin or Ui subject. th) ae quietly t engage the chil in ‘ciiles related to that fl, perhaps for quite ot ofthe childs time And ia est ofthis that the eile may also develop strengths o abies in the same id. absolutely eject the idea that nature endows swith these inborn abies. mean, you ‘an be bom withthe best natural musica bitin the unnerse, but f you don't practise the plano then nothing wl come oft ‘On thecther hand |thiekyou can teach people to do just about anything, Soong as you dedicate time and ge the cil the tighthird of encouragement, or put them nthe ight situation, 5é to conclude | would have to argue that hurture plays auch Stronger ole inthe development of who you are, andthe talents that you develop than atu” does. © OK Thankyou. Ard nw let’ open te discussion up an take ‘questions from the floor Does anyon have a question for one of the speakers? Yes ke task question to the ast speak. thinkitis qulte ‘obvious f you ook around you thst people often very much resemble ther parentsin terms oftheir physial appearence, and ‘ven theircharacters Why then, do you not think that it equaly posible that a ci wil inherits parents ably, oiteligence? Thats good queston, because yes we can see that wedoInhent physalchaateristies fom our parents. However, he point Tr trying to make is that we cannot rely on something we are ‘assumed tobe born with Forme, the influence af nurture far Stronger. believe that everyone as the same potenti, hey jst need tobe sven the right conditions to nurture ond develop that potential. Thank you forthe question. G Thank you Are there anyother questions? B Focus attention on the key phrases, Ss listen and tick the pphrases they heat, thon check in pairs. In feedback, elicit Ss nsivers and drill the key phrases chorally and individually. Answers {lie to begin by stating that As see it.) thinkies ridiculous to suggest. | absolutly eject the kes that. So t0| fonclude | would have fo argue tha. Does anyone have 3 {question ..7/Bre there anyother questions: Thats a acd question because © Ss categorise the phrases alone, then checkin pairs. In feedback, elicit Ss! answers and dell the phrases chorallyand individually Answers: {Introduce the argument he o begin by stating that. ust an opinions sce... What thik. would ay it depends on... Wht you ned to considers. thinks uous Tesuagest..ctebsoutely eject theidea that ‘Conclude: So, to coneluse would have wo argu that. Invite questions: Dees anyone havea question... 2A there any other questions? ‘Respond to questions That's good question, because. A Arrange Ssinto small groups. Read the statement with the class. and elicit an example of a point ‘for’ and ‘against eg, For: they would learn basic skills such as reading and writing more {quickly Agsinst: Children need time to develop through play before they start school. Ss work together to create thei lists Monitor and help with vecabulary, writing any new words and phrases onthe board B Sschoose whether their group wll argue for’ or ‘against Check you have a balance of groups for each side, While Ss are preparing, ‘monitor and encourage them ta use the key phrases from Ex 8, when they are ready, Ss present thelrarguments tothe class. ‘Actas chairperson and encourage Ss to ask questions n feedback, elicit which group argued their case most cleary. writeback a summary BA Ss read the text then summarise the key points in pairs. In feedback elicit Ss! answers. Suggested answer! The witer Sipps that aching a Younes till o play a musical instrument wil offer them huge benefits in their later fe, perhaps helping them to developother sil such os reasoning and problem solving, but certainly enabling them to ‘broaden their urderstanding and appreciation ofthe worl 'B Sswrite their summaries alone. Monitor and help with vacabulary, writing any new words and phrases on the board. When they have finished, Ss show their descrintions to each other, and suggest places where they can use more key phrases from Ex 6B, Homework ideas x 8B: writea final draft of yoursummary.LOOKBACK Introduction Ss revise and practise the language of Unit. The notes below provide ideas for exploiting the exercises and activities but your approach will depend on your aim, eg. whether you use the activities as a diagnastic or progress test or as revsion/fluency practice. IF done as test then it would not be appropriate to monitor or help Ss PSNI 4 After explaining the activity elicit the Fist answer with the class asan example in order to check Ss understand what to do $s find and correct the mistakes alone then checkin pairs Monitor and help where necossary.In feedback, elicit S' answers Answers: 1 Theonly been working here fortwo weeks som stil learning theropes, 2 Ifyou not sure, go with your guts feling 3 Contect 4 | decided to take advantage ofthe opportunity. '5 David didnt need to think because he tnsted on his instincts 6 Comect 7 Covect 4 [te dificult course and Frank’ on a steeplearning curve, Optional extra activity Arronge Ss into teams Elita name foreach team and write it com the board, Dictate the last word in each ofthe phrases by spelling it backwards eg, S-E-P0-R (or lean the ropes) As soon 255s think they know the phrase they cll it out. The first team tocall out the correct phrase gets a point. The team withthe ‘most points atthe end wins, Pe PL 2A Divide the class into three groups and assign one ofthe scenarios to each group $s write as many sentences as they can in 10 mins. Monitor carefully and check Ss are forming the sentences correctly, and help with ideas where necessary. B Rearrange Ss into groups of three, with one student who wrote about cach situation in each group. read out thelr sentences to eachother In fedback, nominate Ss from each group ta share their ideas with the clas. OCS ‘BA Read through the topics withthe class and check Understanding, Give $s 3-4 mins to think about what they want to say and make notes if they want. Monitor and help with vocabulary, wing any new words and phrases on the board. BB Arrange Ss into pais and give ther 5 mins to talkabout as mary ofthe topics s posible. In feedback, nominate Sst share ther ideas with the cass Optional extra activity ‘ite the following topics on the board: a story involving prejudice, apotician with a narrow-minded view, a story which was eye-opening and a story which makes a convincing argument. Ifyou have access to the internet, Ss search news websites, (eg. wunebbcco.uk/news (correct at time of going to press) to find news stories under the topics abave, When they have found ‘one for each topic, arrange Ssinto groups of four to discuss and share te stories Ifyou dom't have access to the internet, Ss can. think of recent news stories from their country or countries TEACHER’S NOTES 4A Ss complete the sentences alone. With weaker classes, give ‘one or two examples first to demonstrate. Monitor and help where necessary, and check Ss are using the correc verb patterns. pe) B Sscompare theirideas in pairs. Monitor and encourage them to ask follow-up questions to find out more information. In Feedback, ‘nominate Ss to share thei ideas withthe class. Alternative approach ‘Ss only read out their sentence endings to thelr partner Their partner listens and guesses vhich sentence they are finishing. PUENTE 5A after explaining the activity, go through the example with the class. Ss complete the conversations alone then check in pats In feedback elicit $s answers, ‘Answers: 1 honest opinion, Quite frankly 2Accordingta,Imeoncemed 3 my knowiedge, you ‘can gathes reslty is BB 5s choose three topics and write sentences foreach. Explain that they dort need to be their own opinions, but should be ‘opinions that ae likely to be controversial and spark debate Monitor and help where necessary. When Ss are ready, arrange them into small groups to discuss the opinions they wrote Homework ideas ‘Workbook: Review 1, plé-17 BECinterviews and worksheet ‘What isthe best or worst advice you've ever been given? video extends discussion of the unit topic to advice. scan view people talking about advice they've glven and received,TEACHER’S NOTES OVERVIEW VOCABULARY | landscapes READING | read three texts about memorable holiday. moments SPEAKING | describe aholiday moment GRAMMAR | noun phrases PRONUNCIATION | word stress:compound nouns/adjectives WRITING | a description ofa place; learn to add detail. LISTENING | lsten to an account of homes around the world VOCABULARY | -yadjectives PRONUNCIATION | long/short vowels GRAMMAR | lative clauses SPEAKING | talk about an‘alternative’ home VOCABULARY PLUS | prefixes VOCABULARY | city life PRONUNCIATION | shifting stress:suffxes, FUNCTION | making 3 proposal LEARN TO | suggest modifications SPEAKING | make a proposal ER WTP MENGE) DVD | watch a BBC programme about London ‘speakout | your country writeback | a proposal Par Communicative revision activites ‘What is your favourite place? This video extends discussion of the unit topic to favourite places. $s can view people discussing their travel plans and favourite places. Use tis video at the start or end of, Unit 3 orset it as homework, LONELY PLANET Introduction Ss learn and practise noun phrases in the context of describing a place. They also practise writing a guidebook entry. SUPPLEMENTARY MATERIALS Resource bank: p17 ‘Warm up: bring/download photos of landscapes and city areas, Ex 1A: write the words from Ex 1B on cards (see Alternative ‘approach Ex 7A finda video of fado music on youtube.com (corect at time of going to press) to intraduce the topic. Warm up Arrange Ss into groups of three and distribute a pho to each group. Ss work together to write three adjectives to describe the photo onthe backf the photo, When they have finished ask one student from each group to move to another group, taking the photo with them Inthe new group, Ss work together to add two more adjectives tothe list on the bac of the photo. When they have finished a diferent student takes the photo to another group. where they add another two adjectives tothe lst. When they have fnished, nominate 5s from each group to show the class the photo and share the adjectives. Help with new vocabulary, providing further explanations and examples ware necessary, and writing any new words and phrases.on the board REMIT LAnpscapes 1A Books closed, Draw a word web with landscape in the mide ofthe board. Ask Ss what words they can think of and add their answers to the board B sf youd the Warm up activity, gve Ss 1 min to scan the adjectives and se if any of theits are included, Ss work alone to match the words and synonyms, then checkin pairs. In feedback eli Ss answers and be prepared to provide further explanations and examples where necessary. Dil the words chorally and individual paying patcuar attention to were each word is stressed. answers: Trundown 2 tranquil 3 magnificent ancient Sunspolle Gbusting 7picuresque S deserted Alternative approach Write the words from Ex 1B on cards Distribute one card toeach student. 5s stand up and arrange themselves into groups with other synonyms. © 5s complete the sentences alane then checkin palrs.In feedback eit 58 answers ‘Answers: Tbustling 2 magnificent 3 ancient (aspoitis also possible) ‘4 deserted (unspoilt is also possible) 1D Focus attention on the photos Elicit what things Ss.can s0e and write any new vacabulary on the board, Ss use the adjectives from x 18 to deseribe the phatos in pats a Feedback, nominate Ss to share their ideas withthe cass2A Elicit Ss'ideas as to where the places in the photos are, but don't glve them any answers yet. B Give $52 mins to read the texts quickly and match the photos with the stories. Tell them not to worry about new vocabulary yet. as theyll havea chance to read the texts more carefully afterwards, In feedback, elicit Ss’ answers. Ss discuss which phato/story they like best and why in pairs. In feedback, nominate Ss to share their ideas with the class and find out if anyone has visited these places, Answers: 18 2C 38 © Ss read the article again and answer the questions alone then checkin pairs. In feedback, elicit Ss" answers. Answers: 1 ina longetsl boat 2 the driver took them ona detour, the boys showed off their diving, 3 ThetMalecon sa long sea road with lots of lapidated old buildings infront of it. Habaneros get together there at the ‘weekends and relaxand enjoy themselves. 4 waves cashing against the sea wall, the sunset and the car 55 They are built in caves. 66 He felt humbled knowing that his hotel room once housed = family often and thei estack. Optional extra activity While Ss are reading the text more carefully in &x2C, write the following sentences on the board, highlighting the phrases inbold. 1 Ourdiver took us on a te Thailand’ longestwooden bridge. 2 Asheeut the _ we idled up tothe bridge for a closer look: 3 The boys seized the to shoncose some oftheir diving 4 One after the other they plunged into the 5 There was awarm ‘blowing and a song sea swell 66 Forme this photo coptures the. of Havana, 7 The umble of stacked cave houses appeared to down aravine. After you've elicited Ss’ answers to the questions n Ex2C, Ss close their books and try to complete the sentences from ‘memory in pairs. When they've finished, Ss open their Books and check their answers with the texts. In feedback elicit Ss ‘answers and be prepared to provide further explanations/_ ‘examples where necessary, Answers: Ldetour 2engine 3moment 4weter Sbreeze Gessence 7tumble D Introduce the aiscussion by tling Ssif youve ever been to these places and whether youl tke to. 5s then discus in smal groups. TEACHER’S NOTES 3.1 3A Give Ss 5 mins to think ofa‘Snapshot moment and make notes in order to answer the questions. Monitor and help with Vocabulary, writing any new words and phrases on the board. B Arrange Ss into groups Ss compare their snapshot’ moments. In feedback, nominate Ss from each group to share theirideas with the cass KGS NOUN PHRASES ‘4A Ss read the rules and, working alone, complete the examples, then check in pairs. Manitor and hel where necessary. In feedback, clcit $s’ answers, and be prepared to give further explanations and ‘examples where necessary ‘Answers: Lim set_ 2 fve-ite-ong sivlane sea road uniquely photogenic city. & longest wooden bridge ‘Sforacloserlock approaching in the distance > LANGUAGEBANK3.1 132-133 Stronger classes can read the nates and do the exercises at home. Otherwise, check the notes with Ss, especialy the order: ‘oF words in longer noun phrases and when to use hyphenation. Ineach exercise, do the first sentence as an example. Ss complete the exercises alone, then check their answers in pals. Ss can refer to the notes to help them, Answers: 1 I ike small cups of feshiy ground, strong backcoffe 2 He bought the pretty tls house by the river. 3 She made two delicious, darkchocotate cakes with Straubersiesand fresh cream on top. 4 He smote those huge expersveenomous Can cies whieh Juan gives him 5 They carried the massive pile of iculousy heavy books all the vay up seven fights of stairs, 6 It was an inctesiby smelly, ary but rather friencly ‘puard dog. B 1 | went tothe shoe shop advertised on television. 2 Hewasan old man walking with a stick 3 We ate the absolutely delicious, home-made cakes sting inthe sunshine. ‘4 They rented ance house with a swimming pool near the airport. '5 We went 102 bg piza restaurant en the outskirts of town, ‘un by wo italian brothers called Gino and Rin. B Play the recording for Ssto listen and answer the question Check the answer then play the recording agin forSsto listen and repent. Answer: The main stress comes onthe fist word ofthe compound nounvedjectve: 1 cave houses 2 fingerprint 3 candy floss 4 lmset 5 longa boat 6 nine-year-old gleal TEACHER’S NOTES 5 Ss put the words in the correct order alone, then check in pairs, In feedback, elicit Ss’ answers Answers: 1 Alice of delicous, home-made chocolate cake with cheris on top. 2 Abrard new bright heavy cy mountain bike wth fteen oes 2 sa smal Greek restaurant which serves some of the best fesh seafoodin the ste. 4 traditional, Tuscan bean soup with freshly baked bread. 5 Alasnaling, ancient medieval aston top of aver step ik Alternative approach ‘Books closed, Arrange S into small teams, and ask each team to appoint a secretary’ Read out the groups of words, or give ‘ut the words on slips of paper and Ss listen and form the sentences in their groups, with the secretary writing them down When they are ready, Ss call you over to check The first team tote the sentence correctly wins point. The team vith the ‘most points at the end wins A 5s describe the parts of speech in pars. Monitor and help where necessary, referring Ss back to the rules in Ex 4A. In feedback elicit $s’ answers. answers: 1 custard tarts = compound noun; good coffee = adjective + noun 2 delicous = adjective: hand-made = compound adjective, extrzardinaily good = adverb + adjective combination: strong black espresso = adjectives wit a sprinkle of cinnamon on top = prepositional phrase; tiny cupsof= adjective+ noun 4 old = adjective; pastry shop =compound nour: in central Lisbon = prepositional phrase 1B Ss work alone to add extra information to the sentences, Monitar, check Ss' word arder carefully and help with ideas where necessary. When they are ready, s compare thelr sentences n pals. In feedback, nominate Ss to share thelr answers with the class Alternative approach Give cach student sc blank cards/pleces of paper and on each ‘one askthem to write words/phrases that cen be used with teach of te sentences. Ss shufle thelr cards and swap them with 9 partner who uses each one fo expand the santencesin 6B, When they have finished, Ss show ther sentences o thelr partnerto cheek. Focus attention onthe topics and give Ss 3-4 mins to think of ideas they can use fr each situation Tel them not to worry about writing noun phrases yet. Monitor and help with vocabulary, wing any new words and phrases en the board. When they are ready, Ss use thei ideas to write three complex noun phrases to describe the topics. Miter and check s are forming the noun phrases conecty 1D Arrange Ss into small groups. read their sentences to each other and try to picture what is being described. Monitor and encourage 5s to ask follow-up questions to find out more information, In feedback, nominate Ss from each group to share their descriptions with the class. At this evel, s may use English ona day-to-day basis but ina Limited way (eg. at work By focusing on adding more detain | exercises in cass, we can provide thet with an opportunity to suetch what they can do with the language CUXUINISH A DESCRIPTION OF A PLACE: LEARN TO ADD DETAIL Optional extra activity Finda video of fado musicon the intemet, eg. on youtube.com. Books closed. Write on the board: Whar sype af ‘musics this it hoppy oF sad? How does it make you feel? Where does this music come from?’Ss watchvlisten, then discuss the questions in pairs. In feedback nominate Ss to share their ideas withthe cass, A Introduce the text by asking: Hos anyone ever been to Lisbon? What do you knaw about thecity? and elicit what $s know about the headings in the book. Ellit/Checke quaint, backstreets (unusual and attractive litle streets), a ilrop district, scattered (spread aver a ‘wide area) and window-shopping (ooking in shop windows without ‘buying anything). Ss work alone 1o read the guidebook entry and _make notes under the headings, then checkin pairs. In feedback, lt Ss’ answers Answers: Location: southwestem coast of Portugal, overlooking the Rio Teo History: old quarters ofthe city the poet Pessoa, 1930s-era cafés Nearby sights Sintra, beaches, fishing vilages ‘Auchitecture: Gothic and Moorish, cathedrals, monasteries anda ‘castle narrow streets “Things to see/6o: visit museums anc cathedrals, walk through the harfow backsteets eat ata small patio restaurant, listen to fado st Jn.a 1930s café go to bars/estaurants in Bal Alto, orto nightclubs in the dacks orn eld mansions go shopping in Chiado watch the sunset from the castle Food and drink fresh bread and wine, fresh pastries andl espresso coffee B Ss discuss the questions in pairs. Monitor and help where necessary. In feedback elicit Ss’ answers. Answers: 1 Present ens for ging information ard factsabouta place ales the description more immediate 2 Fay informal and renal (words he tol revelers partying Anil don steed) ~ also contractions tke youd thoy. 23 The water ites the place very much We can see this rem the peste language he/she uses ta describe. ‘BA In pais Ss compare the sentences inthis exercise with the sentences in the guidebook entry. n feedback elicit Ss’ answers ‘Answer: The writer has added a wider range of vcabullan and details such as colous, shapes, sounds and feelings speakout TIP Read the speakout tip with the class, and elicit the different ways you can add calour toa piece of writing based on what Ss have read in Lesson 3.1 $s work alone to underline places in the text \where the author adds colour then compare in pairs. In feedback elicit Ss ideasB Read the frst sentence withthe clas and elicit which sense is referred to and how its referred to. Ss underline the phrases in the rest ofthe text alone then check in pairs. In feedback, ect Se’ ancwers, ‘Answers: bear te voices ofthe market sellers (sound) sweet sell ‘of rut (smell ripened in the hot sun (touch); aroma of strong fresh, «pffee and petro funes (sel small three-wheeled motorised vans sight/sound); farmers, contain ight); mountains of cliflerent coloured fruits and vegetables (sight: frm red peppers purple beans, tomatoes of al shapes and sizes (sight/touch) livaliness in te ar (sound) ol ladies haggle over te price of the erties (sighi/soun); wave thei arms in tebuke atthe younger workers (ight/sound) BA 5s choose a place and make notes for their guidebook entries alone, using the headings in Ex 7A to help wit ideas. Monitor and help with vocabulary, writing any new words/phrases on the board, and encourage Ssto think about how they can add colour and refer tothe senses, asin Ex 8A and 8B, BB Sswnite their guidebook entries alone. Monitor and hel where necessary, When they have finished, $s compare their entries in small groups, and choose which place they would most lke to vist. In feedback, nominate from each group to share thelr choices, with the class, and explain why. Homework ideas * Choose a place you would tke to visit, and research ton, the internet, using the headings in Ex A. Present your ‘information tothe class next lesson. * x98: write final draft of your guidebook entry. Language bank: 31 Bx A-8 p13 * Workbook: Ex 1~4 p18-19 TEACHER’S NOTES HOME FROM HOME Introduction ‘Ss revise and practise relative clauses in the context of personal spaces. They also revise/practse prefixes. SUPPLEMENTARY MATERIALS, Resource bank: pi45, p146 and pias Ex 2A: bring a photo ofa banyan tree to show the class. Ex 9A: prepare notes your avn dream ‘alternative home! to Jntroduce the activity Warm up. Do avisualistion acthity. Ask sto relax, lose their eyes and take 2 few deep breaths, then read out the following to them: | want you To imagine you ae 5 years ol ling on your bed, and it the fst day ofthe summer olay lat nthe moming and you oe waking tupsloy. Tere’ no reed tosh, ots the fist cay of the summer holidays Looking up you can se the sun shining threugh the cosed curtains, You take along, sow look aroun the room, imagining what {adventures ait you ver the long summer holidays Asks to open ther eyes, and describe thet room in as much details possible totheir partner Monitor and help with vocabulary writing any new words and phrases onthe board n feedback, nominates to share theirideas with the class PSN 1. Focus attention on the photos and elicit where Ss think they ‘might be. Arrange Ss into groups to discuss the questions, When they have finished, nominate @ student from each group to share their ideas with the class and have a class discussion 2A Blicit/Check banyan tee (bring/show a phato ifnecessary) se firsthand, biow down in the wind and nomads. Play the recording for Ss olsten and answer the question alone. Ss check ‘ansners in pairs then with the whole class. “Answer: 1 Houses are built n accordance withthe habitat andthe suirouncings They provide protection: tee houses area refuge from wild amas, mosquitoes ad earthbound evl-piits. They also provide comfort Igloo are cosy inside and the packed ice and “snow acts as an insulator Caves are coo in the summer apd warm In ‘thewinter and give superb protection (they wor blow down in the ‘wine, and they ate well made for decoration, paintings Yuts are built so that nomads can move as te season ad the weather changes WeWoman_W=Man ‘We Where di tis interest in homes come from You obviously had yur awn, but then what? MM: ell, ained as an architect and asa young man travelled an ‘antl lo, and my two interests eventually connected. But had 3 real awakening when I travelled in Africa and parts of Asia. In Indonesia saw these enormous tree houses built high nthe sky, ‘made withthe wood from banyan trees, and it just took my breath ‘ana, these houses ity feet in the a We ty did they build them so high? MM Well its a refuge fora wild animals and mosquitoes and aso, ln their culture, they believe in evil spits and these spirits are carthbound.o it's reall for protection Youte safe f you're higher up. W And you've also written about houses on stilts in your book M: Yes All along the Amazon Rainforest you can find Fishermen ving In these houses built on wooden sits. | was fortunate enough to stayin a fishing community therefor a month and see first-hand how it works, and its prety interesting Ws Andon the other side ofthe wari, igloos too 3Es TEACHER’S NOTES MI stayedin aniloo in Greenland for three weeks. We and you survived to tel the tale 1M: | did, Actually, they far more comfortable than they look, ‘Theyre prety cosy inside. The packed ice and snow acts as an Insulator We Soif we take the average sort of westerised home ~ maybe bricks and cement, abit of wood -how do they compare to so-called primitive dwelings without toilets and running water, that kind of thing? Is thete any comparison? 1M: Welle have to understand what we mean by primitive housing ‘Theariginal home was a cave, andl when we talkabout a caveman ‘we think of someone extremely primitive, with no culture. But the funny thing is that caves are pretty good places tive. Theyte ‘ool in the summer and warm inthe winter they eve superb protection in that they never blow down in the wind, and in fact they rewell made for decoration We Inwhat sense? 1: Well the so-called primitive caveman made paintings on the walls \which survived thousands of years. And y know etary place you Find caves, whether its France, Span, the United States er, China people have lived in them and decorated them and adorned them with igurinesand artwork. But we have to recognise that these houses are built in accordance ith the habitat and the surroundings. know, igloos heep cut the cold and snow; tree houses provide safety Then there are yurts, which are portable houses made of a weaden frame and animal skins - you can cary them around with you. Wel. a yurt is bul so thatthe nomads in| ‘Cental Asia. can move asthe season and the weather changes So {you see, houses can be beautiful but in mast cultures theyre Bult tobe purely funcional above al B GiveSs3 mins 1 go through the words/oxpressons and discuss what they mean ang what the speaker says about them in pals. When they are ready, pla the recording again for Ss to check their ideas then check answers with the whole class. ‘Answer: 0 ene from wid animals & refuge isa place where you ‘an fide from something He describes tree houses as refuge fom wid animals spits are eorhbound. Supernatural belngs (eg. angels, sdemans) lve onthe earth and cannat fy, He sys Indonesians bale in these, 50 tree houses provide protection: wooden “tits Long poles to support structure bit above lard level He describes houses on stilts; acts as an insulator. does not transmit energy He says the snow ad ie ofan igo isan insulator tbiocks ‘ut col weather; so-aled primitive veligs very basic places to ive. The interviewer asks him how these compare to madern housing; adomed tem wth figurines: decorate them wth smal Figures (usually clay, metal or wood) He s0ys people decorated their ‘ave hommes ith these amods in Central Ast: tibes who have no permanent hore, but re consanily traveling They use yrs. 33 Ssdiscuss the questions in pars. In feedback, elicit Ss'ideas and check answers ‘Answer: 1 Ifyou hewe on avakening it means you suddenly realise recognise something important. 2 If something takes your breath cway, you Teel amazed because this things so remarkable or increeibly beautiful Breatraking means remarkable, amazing or incredibly beautiful. 3 These houses are Bult n accordance with the habitat, means the houses are built in certain way because ofthe land/envronment that surrounds them. SUMIAA -¥ ADJECTIVES 4A Ss read the descriptions and write where they are from alone then check in pair. n feedback, elicit Ss'ansners and ask how they know. ‘Suggested answers: 1 lecture: This is factual information expressed in fora language. andi sit selling anything. 2 a piece of fiction: The extract uses the past tense to describe part ‘ofa stor and contains thoughts and action as wells descriptions. 13 anad: Iecontans notes rather than fullsentences and adjectives tat Focus on positive aspects 4a lecture: This factual inforaaton, expressed in formal language, and it ist selling anything. 5 aplece of fiction: This uses many ajctivesto create an atmosphere ‘and Is told in the past tense, wich suggests isa story. B Ss underline the adjectives alone, then compare in pairs. $6 categorise the adjectives into positive and negative and add ‘more to each category. In feedback elicit answers and any new adjectives they came up with writing them on the board, Answers: 1 shady neutral ~depends on whether you arein hot orcold county 2 loom negative: dejected: negative; dreary negate grey. neta depends on whether its describing the colour athe mood. 3. roomy, postive; spacious: psitive: ood. postive ay. posi lage: posite 4 native neutral chilly negative 5 poky; negative, tiny: negative; ramped: negative, gaudy. negative: red, pupa, yellow: eur speakout TIP Read the speakout tip with the class, and explain that adjectives. which end in-y are very common in English Eitan others that 5s know Ect what the root word would be forthe examples given (ait, cise, sme. s look back tthe adjectives in x4 and decide which havea root word BA Elicit the fist answer as an example. $s underine the odd one ‘ut alone then checkin pats B Play the recording for Ssto check their answers, then check answers wth the lass. Pay the recording again for Ss toliten and vepeat. Answers: 1 city (the others have ong vonel sounds) 2 body the others have long vowel sounds) 4 oot the othershave long vow! sounds) 4 hockey (he athers have tong vowel sounds) 5 ready (the others have long vonel sounds) 6 airy the othershave short vowel sours) VOCABULARYBANK 150 Adjectives 1A Focus attention on the photos and elicit what Ss can see In teach one. Ss match the sentences with the photos alane then check in pits, In feedback, elicit §' answers B Asks to underline the adjectives In Ex 1A, and discuss in pairs what they mean. Elicit Ss’ideas, but don't give any answers yet. Ss match the meanings with the adjectives alone then check in pits In feedback elicit Ss’ answers Stronger classes can do the exercises at home, answers: AIB 2¢ 3A 4D B a)vest b)awerinspiing scenic d) sprawling lquaint. f) ramshackle secluded) ovespopulatedSEG eLaTivectauses 5 Ss read the comments alone then discussif they agree/disagree Inpairs n feedback, elicit Ss ideas. 7A Drawa simple ilustration of a house on the board, and underneath write: Tis a house. live there. Ask Ss to combine the two sentences into one in order to describe the picture (Gx. Tis isthe house where ve) and elicit that this sa relative Clause. 5s answer the questions alone then checkin pais. n feedback elicit Ss’ answers and be prepared to provide further explanations and examples where necessary answerss 1. Who work at home (efning) 2 none of which mattered (nor-fining) Non-defining relative clauses use comma B Ssundertine the relative clauses inthe other sentences. Answers: 3 onynhere can put my feet upand let my hr down (fring) 4 at which points knew we needed an af nor-dering) ' on when crew mars to show my chidren geting tale (ening 6 those whase majar characteristic is brightness (defining) Sswotk alone to match the descriptions a)-f) with the relative clauses from Ex 6, then check in pairs. In feedback, elct Ss? ‘Answers: a)5 b)6 4 d)2 @)3 fi D Ss discuss the questions in pais. In feedback elicit S' answers and be prepared to provide further explanations and examples if necessary answers: defining 2where/thet 36) TEACHER’S NOTES EZ 9A Introduce the activity by describing your own dream ‘alternative home’ using the headings, and encourage Ss to ask you follon-up questions to find out more information. Ss make notes, ‘on their own ideal homes alone. Monitor and help with vocabulary, \wrting any new words and phrases on the board, B Arrange Ssinto small groups Ss desribe their ideal homes to ‘each other Monitor and note any common erors and examples of goad language for later feedback Nominate 5s from each group to share ther favourite ideas with the class and give Ss feedback on theirlanguege STEEN PREFIXES 40 Give Ss2 mins to read the text quickly and answer the {question in pais. In feedback elicit Ss’ answers. ‘Answer: The hotel is famous because many celebrities fave Ived in it, such as Madonna, Arthur C Clarke and Jack Kerouar. 44A Focus attention on the table. $s read the text again and, ‘working alone, underline the examples of prefixes, then checkin pairs B Ss work alone to complete the table with the meanings, then check in pairs In feedback elicit $s’ answers for Ex L1A and Ex 118, Answers: prefix [meaning | example desir, | negatives” | degenerate replaceable, imsnors, | opposites/ | immortalised, non LANGUAGEBANK 3.2 132-133, ‘Stronger classes can read the notesand do the exercises at home ‘Otherwise, check the notes with Ss, especially the use of commas ‘and when we can omit the relative pronoun. n each exercise ead the example withthe class. 5s complete the exercises alone, then check their answersin pairs Scan refer tothe notes to help them. Answers: Atwhen 2of 3uhere &whose Sabout éwhose Twhere Bwhich 9time 100n AL whom B 1 There were lots of children thee, al of wham sang realy well, 2 These alarm ventoff at which pointthe lesson endo 3 That’ the woman whase house we stayed in 4 The person from whom | lami the mest Clave, '5 You may get a scholarship. in which case yu wont need ‘opay. {6 There are two photocopiers in the office, both of which are ‘out of order. Focus on the exercise and check Ss understand that two options {are correct and one is wrong, Ss cross out the incorrect options alone then checkin pairs. In feedback eli Ss‘ answers. ‘Answers: 1a) beth 2c) which 32) enwherethecastewestuit 4b) whose 5b)sincewhen 6d what 7) that result 8b) whom woveled atttude or pinion (for or gains) pro; ante proactive, antestablshment Complete one or two examples with the class. $5 then answer the question in pairs In feedback elicit Ss’ answers Answers: We use de t-and nth adjectives and adverbs ron nouns, adjectives lunder-and over nouns, adjectives, verbs mak and ms verbs, abstract nouns adjectives pre-and post adjectives ro- and ant: nouns and adjectives 1D Arrange Ss into small groups. Ss work together to add their ‘own examples tothe third column af the table in Ex 11, Monitor and help where necessary. In feedback elicit Ss" answers and write them on the board 42 ss correct the statements alone then check in pals. In feedback, elicit $5! answers Answers: 1 F When we add a prefix tothe root word, thespelingof the root ‘word doesnt usually change. 2 F Wecan add more than one prefix at atime ool words, eg, “uninhabitable: 31 4 F There are no rules that tell us which prefixes we can add 10" each 00k Word, 3Ee TEACHER’S NOTES 413A 5s complete the words individually then check in pars. In Feedback alct Ss’ answers. ‘Answers: 1 unknown, underexposed 2non-descript- underrated unattractive overrated uninhabitable, mismanaged ' ireplaceable, impossible B Give Ss 5 mins tothink of examples in pairs. When they are ready arrange Ss into small groups to compare their answers. feedback, nominate Ss from each group to share ther ideas with the cass. D> VOCABULARYBANK 150 Prefixes 1A Ss work alone to underline the two prefixes ineach sentence then checkin pais. In feedback elicit Ss answers and ‘heck understanding of the words, B Facus attention an the table. $s complete the second column, LANGUAGEBANK3.3 132-133 ‘Stronger classes could read the notes and do the exercise at home. Otherwise, cil the phrases from the table, checking Ss are using natural intonation. Ss work alone to choose the correct alternatives, ten check their answers in pairs. In feedback, elicit $s" answers, Answers: ‘background information 2with 3of asim Swhat Gupwith Tfessible Bsolution instance 10 long-term Ayhat 12sumup 5 Elicit the first answeras an example. Check Ss understand that notall the sentences have extra words. With weaker classes, tell Ss there are six extra words. $s cross out the extra words alone then check in pairs In feedback elicit $s’ answers. Answers: Lup 2 goals 3 Abst Stee Gof TY athe [EZNINNIGN SUGGEST MODIFICATIONS 6 Introduce the exercise by eliciting ways to suggest _meodifications or changes toa proposal, eg. he to suggest a change, What about combining our ideas? Write Ss’ ideas on the ‘board, Focus atention on the phrases in the book and see if any ‘oftheir idees are mentioned. Ss discuss the questions in pats In feedback elkit answers. Answers: 1) like to propose a compromise ) How about f we combine our ideas? 2 2) {sthere any way we can reduce the costs? 1 Is there any leeway regarding the schedule? 3B) Let’ try to come up witha solution, 4 Lets look at iLancther vay. SN 2A Arrange $s nto small groups. Introduce the activity by describing an area you know and answering the questions. Encaurage $s to ask you follow-up questions in order to find out mere infarmation B Ssplon thei proposal in groups. Make sure Ss assign arole to cach group member and that everyone has a chance te speak. Monitorand help wit vocabulary, wring any new words and hrasesion the boardRo TEACHER’S NOTES stake iin turns to present their proposals tothe class. While they are giving ther presentations, make nates on any common terrors and examples of good language far later Feedback, When all the groups have presented, ask each student to vote for the best proposal (out dont let them vote for thelr own), in order to decide which group gets the grant. Go through any common errors with the cass and give praise for goad language used, When Ss give a presentation tothe clas, it'simportant to give the other $s a task fr listening. to ensure they pay attention. For | example, choosing thei favourite ane and why, or thinking of two, | questlons to ask Homework ideas ++ TB: write up your proposal. = Language bank:33 Ex 4, p133 = Workbook: Ex 1-3, p22 LONDON Introduction ‘Ss watch an extract from a BBC documentary about London which follows a typical day inthe life of the city. Ss learn and practise how to talk about their country, and wite a proposal. Warm up \ite Landon onthe board and ect what Ss know about thecty Aang Ss into seal teams, Elita name foreach team, and write ‘ton the board. Each group appoints a secretary ho wil write their answers ona separate pece of paper Read out te folowing questions, and ge Ss ime to confer and wrt thoi answers: 1 What is the name of the most visited department stare? (Harrods) 2 What isthe AllEngond Linn Tennis and Croquet Cub better Arco a3 (Wimibledon) 3 What isthe name ofthe farms clock tower near the Houses oF Porioment? (ig Ber) 4 Wh colour or trctonal tax cobs (lack) 5 What isthe name ofthe underground tain system? the Tube) 6 Whe lvesat 10 Downing Set? he Prime Minster) 7 When wos the Tower of Londen bul nthe Tth, thor 16th Century? nthe 1th Cert) Hyde, Green and Regent's areal yes of what? (par) When they ae ready, toms exchange thei ansiers with ather teams to mark Go trough the answers, and award points. The team with the most points wins. ERs 1 Ss discuss the questions in pars. In feedback, nominate $sto share their ideas with the class ‘Suggested answers: ig Bn, the Houses of Partiament Buckingham Peace. ed double-decker buses the Tower of London, the London Eye, the rth Museum the River Thames Cemden Harrods, Covent Garden, Leiden pale officers Oxford Steet, parks etc. 2 Give Ss2 mins to read the programme information then discuss the question in pairs In feedback elicit $s’ answers, ‘Suggested answer: Wihen the write says'London isa world in| ‘a cly he/she is probably referring to the 86 millon inhabitants ‘consctng of people wha came from allover the woe There ‘21 moce than 300 languages spoken in the city, sa there are representatives from many world countries vig in London. PEN" Culture notes Savile Row isa street in Mayfait arch area of London, famous for its bespoke tailors wha rake tracitional formal clothes {Carnaby Streets famous for more modern and fashionable clothes and was made poptlarin the 1960s. ‘The Wimbledon Championships are played every yearand are the oldest tennis tournament in the worl, having been played since 1877, Wiibledon is one of four international grand slams, and isthe only major tournament stil played on grass, The original Routemaster bus was in service from 1956-2005, and allowed people to jump on and off the bus, paying a ‘conductor This made it quicker than poying the driver The New Routemaster was introduced in 2012 and shares some of the features ofthe old bus, but is longer, more fuel-efficient and has more doors.3 oad the sentences with the class and elicit possible answers Inorder to check Ss know what to listen for. Ss watch the DVD and ‘complete the information, then check thelr answers In pals. In feedback elct Ss’ answers. “Answers: Ipowerhouse 2 famous twenty-five 4 fashion V= Voiceover T=Thomas Heath _ a 1 London sa werd in one cy More languages are spoken here than ay other cty on earth itatracts mere sors than the ‘capital af any othe natin, WS the UKS financial powerhouse, wih 2 global reach Butitsa sector under pressure ke reve before It. iy redolent of history yet ome o some of todays most innovative minds Thisis ore day in city. hich takes thebest fromitspastand tums into a dynamic future. Its 8am. and the markets are now open atthe London Stock Exchange. Thich tech world sks at thehear ofthe global financial community, Markets Gund the wor ight up as they open innovate or die could be Londons watchword, evenin the mast trational finest, lan elegant commer of London cled ‘Savile it stil posible o find the ot shave, the tailored ut and the bower hat : My name is Pol Fearson. ean mylving asa coat maker call imyselfa alo. Paul never tres either of histrade oro is iy. London the heart of my county Every dy something new is happening is. lovely place to be Wonderful museums, beautiful architecture, ond very rice clothes, Travel ta S¥/19, ono the most famous postcodes onthe ple, ‘2nd you wil find an event that places London centre stage year after year For Roger Federer the most sucessful tens playerin histo thee isnowhere quite the Wimbledon. f Thehistory we have hee, the surface. Backin the day we use ta have thee grand slams that were on gras. Now this the cnly ‘one that sil emain to be on gras So that makes very unigue ‘and very special a pay forall the players. isa wonderful place tocomete ¥: Over25 milion people vist London every yea tthe worlds trost vised ey sno spice that Londons publi ransport system isone ofthe busiest an largest in Europe And one ‘vehicle, above al, has become the international symbol of Landon ~ the re double-decker bus. The assic 1950s double-decker the Routermaste with Is conductor and its hop on, hap of platform, \was taken ot f seule in 2005 $0 forthe fst tein ty years ‘nese design has been commissioned Hyrname is Thomas Heatherwick ma designer And youre inthe ‘workshop of Heatherwick Studia Many people come to London Specfcaly 1 0 se the Houses of Palament, go aos ‘Westminster Bridge. and to goon ard double-decker bus. And 0, we had the oleas tudo think about how a us could be for this ct There were many things that we realised we coud improve 4 Eighteen milion dollars lates the New Fovtemastrs onthe strets I three metres longer than the orginal andhas three oars ond two staeaes, making i easerfor passengers to oad ‘Wht yb engin. i's also quieter thon other buses andthe passengprslove toa Ita succesful balance of innovation ane tration {ts 6pm. and London's next generation of style superstars are preparing for thir graduate shor Around 85% ofthe UKS fosion ‘Sesigners are based London isan incustry which cates ‘ve thi bilion dlasa yer to the UK corey, Frm Savile Row to Camaby Steet and beyond, sth energy of London self that supplies the inspiration fo this most dynamic of industries As London’srightife takes over this feels tea ety you can make in your own image. makes the most ofits tradi, but onstantly looks tos future This hasbeen ane dan London as TEACHER’S NOTES 4A. Ss answer the questions in pairs rom memory Monitor and help where necessary, but don give anyansners yet. BB Play the DVD again for Ss to check thelr answers. In Feedback lcs’ answers Answers: 1 We learn that London’ financial sector powers the UK economy, that thas a global reach and that under pressure tke never before Als, the market opens at 8am.andis the heart ofthe -alcbal nancial community. 2 In Londons Savile Row you can find the hot shave, the talioved | ssuitand the bower hat 3. Heloves that every day somethingnew is happening, He loves ‘the wonderful museums the beautiful arcttecture and the nice lathes: 4 Federer says thal there used ta be three grand slam tournaments ‘on grass courts but that now Wimbledon fs the only one. '5 The 1950s Routemaster had two decks, conductor and a hop on, ‘Hop off platform {6 The energy of London ise" inspires the fashion esigners. 55 Ssdiscuss the questions in pairs. Monitor and help with Vocabulary, writing any new words/phrases on the board, in feedback, nominate $5 to share their ideas with the class. sspeakout your country GA Wite on the board: Canad and Argentina, and eit what ‘Ss know about these countries. $s wark alone to listen and make notes. Dorit elicit any answers yet. om Woman i _W2=Woran 3 ‘Wi Canada has one ofthe highest standards of ving inthe world and, you know, ong life expectancy Um and its one ofthe world’ wealthiest nation soit’ really quite rice nce place 1 lve. Um, and on the donnsice | suppose there's um ~in a ot ‘of areas you have to deal with bad winter weather so um, not — Not inal paces but in a ot of places we getalotof snow and tum, really cold temperatures in the winter um, and that an be ‘quite dificult to deal wit, although you do get used to. | would describe Canada as. er geographically massive. Um, | think i kind of difficult to explain how—just how big the ‘country iss the second largest country in the weld apart from Russia, ornext toRussia, um, and yeah, so it's jst really, really realy big and very, ery civese Every province is iflerent urn, and. you hnow to vist Canada ‘you really have to go far and go fora long timeto~ to really appreciate the —the vastness ofthe county, Um, what um, iF ‘was making documentary Id probably focus on things ike, you out, ee very very lucky in Canada to have a huge range of fresh water, um, great lakes, rivers everywhere literally. Um, we have tree coast: the Pacific coast, the Atlanticand the Arce, and we actualy have the longest coasiline in the Word SSoyou get incredible um. clversty um, everything from wildlife to bird Ife un and also diversity in climate so, you know, we have temperate rainforests and we have deserts we have um arctic er prairies, we have volcanoes, mountains um, you know, ‘almost half of Canada is cavere in forests, some similarities um between the Urited States and Canada um, that can think fis that um, we both have a strong history and a longstanding history of aboriginal peoples um, and we share the langest border inthe world (We: Well, undoubtedly one ofthe best things about Argentina is um. the values, um, people and ~ané, ard their values, how they View fe ard they we tend ta attiaute quite ale of um, um, ‘ort of vale to our our Family, we care aot about ur fares and ~and our gatherings and we kind of gather on Sundays land we have a big barbecue and everybody comnes and we all talkabout our weeks and what weve been up to and its good chance ta atch up. beyS34 TEACHER’S NOTES Um, we also care a great deal about our fiends, um, we celebrate Friends Day which isa big celebration and we have a lotof fun and we give each other cards ard thank each other for ‘ur friendship. Um, so think thats kind ofthe best thing about Argentina, people ae very warm, very caring and there's &~ ‘we've gota great sense of solidarity. Um, | guess ifyou ~alat of [people think that Latin Americas ust Latin America and that at the countries are the same and, you knows tke Brazil and Argentina ae the same thing but we're very different ur, with ‘our we, we've got ke! ues iFyou could puttin into words, Brazllans ae very upbeat and very happy and 2rgentinians were - weve gota sense of longing fr forthe old world and this er melancholic view of the, ofthe world ard so Wwe. the outlooks are very different and hence the cultures is very differen. An interesting way of seeing Argentina would be Lumif you were to fim a documentary t would be through following one person like through a day oF through a couple of days because then you start gettinga sense fr all the things that um, goon in the country and lke, you know for instance when T used to tach it twas like | see to start my day ot knowing what my day would be about because theres alvays 3 strike there's always a picket line there’s always all these difficulties you have to overcome through, throughout a day and = butat the same time you can see how resourceful people are vnnen dealing with difficulties and how ey relaxed and ~ ard laid ‘back they ae about them, Ina way Soi, San interesting way of living. Um. its a constant Struggle but atthe same time keeping your smile B 5s compare their answers using the questions. necessary, play the recording again for Ss to check their answers In feedback, elicit $3’ answers. Answers: Canada: 1 Incredible dversty Huge 2 highs.one of the highest standards of vingin the wodd ong lifeexpectancy one of the wealthiest counties: ows: bad winter weather, old temperatures 3 geouraphically. massive second largest country inthe Word ater Russia; documentary: huge range of fesh water great lakes and vers three coast, incredible diversity of wii, climate and landscape temperate rainforests desert, arctic pranes, \oleanoes, mountains, forest) longest coastinein the world {6 The USA and Canada both have a history of indigencts pone and they shavethelongest borderin the world, The speaker doesrt answer questions 4 or5, tna y 1 people’ characteristics and values Pya 2 highs: values, value of family and friends, great sense of solidanty and cae fo friends, esourcefulness and laid-back quay of people dealing with problems: ows: alt of strikes and srugales ‘and uncertainty 3 documentary oy in someone’ ie showing whats going on in the country '5 family gt togetheron Sundays to catch upon the week, elebrate Friends’ Day 6 \ery different from other parts of Latin America, Brazil (Grazilans ate upbeat vile Argetinians havea melancholy temperament and yearning forthe old ayo fe) ‘The speaker doesnt answer the fist part of question 3 (geographical or question 4 © scomplete the phrases alone, then checkin pairs When they ae ready, Ss check tic answers withthe aul serpt on p16 In Feedback elt $s answers and ail the key phrases chrally and ‘individually “Answers: (Conade) has one ofthe highest standards of living inthe ‘world: On the downside, | suppose, you have to deal with bod winter weather; would describe Canada) as geographically massive; We're ‘yey very luchyn (Canad) to have w huge range of fresh wate, ‘reat lakes, rivers everywhere Undoubtedly one ofthe best things ‘about (igentina) sthevalues: People are very warm very caring ‘and weve got a great sense of solidarity: (Argentinians), we've gota ‘sense of longing forthe old worl, 7A Ss discuss the questions in Ex 6B in pairs. With multilingual classes, arrange Ss so they discuss different countries. B Give Ss 2 mins to read the instructions and check understanding. Ss work alone to make notes on a documentary for their country. Monitor and help with vocabulary, writing any new words arid phrases on the board. When they are ready Ss take turns to present ther ideas to the lass. Encourage Ss to ask questions to find out more information. When they have finshed, hold a clas ote ta choose the best ideas. writeback a proposal A ss ead the proposal then dcus the questions n pin feedback, elt = anavers B Ss write their proposals alone. Monitor and help with vocabulary, writing any new words/phrases on the board. When they have Nnisted, s show their descriptions to each other, and. suggest places where they can use more key phrases from Ex 6C Homework ideas Ex 8B: write final draft of your proposal.LOOKBACK Introduction Ss revise and practise the language of Unit3. The notes below provide ideas for exploiting the exercises and activities but your Approach will depend on your aim, eg. whether you use the activities as a diagnastic or progress test or as revsion/fluency practice. IF done as test then it would not be appropriate to monitor or help Ss PSS 1A After explaining the activity, elicit the First answer as an ‘example, in order to check Ss understand what to do. Ss match the sentence halves alone then check in pairs. In feedback, elicit Se’ answers, ‘Answers: 1d) 2c) 31) 43) Se) 6b) B Demonstrate the activity by choosing three adjectives and using them to describe places you know to the class. describe places they know in pairs. Encourage $s to ask their partner follow-up {questions ta find out more informatian.In feedback, nominate Ss to share theirideas with the class Alternative approach ‘Ss describe places as in Ex 18 without saying the adjective, Their partner listens tothe description and guesses the adjective. Demonstrate with the following example My bedroom isvery quiet and find itveryeasy to relax there - ton easy sometimes! erenqui REPRE 2A Focus attertion on the box and check understanding of the words/phrases. After explaining the activity elicit the First answer as.an example, in order to check Ss understand what to do. Ss work alone todd detail tothe sentences then check in pars, Monitor and check they are forming noun phrases using the correct word order. In feedback elicit Ss answers. ‘Suggested answers: 1. drink cups of steaming hot Japanese green teato Keep me avaie. 2 They bought the old Farmhouse ontop of the hil $5 baught a brand-new top-ofthe-range lap compute wth all the latest graphic technology 4 She went fra fve-mile-ong cross-country un in therain. B Read the example with the class, and ect ways in which Ss can continue it. Ss take turns to extend the sentences by adding information in pairs. Monitor and help where necessary. In feedback nominate Ss to share thelr best sentences with the class was ‘BA Alter explaining the activity, elicit the fist answeras.an example, in order to check Ss understand what to do. Ss complete the descriptive adjectives alone then check in prs. n feedback, elicit $5 answers, [Answers: I gloomy poky 2 roomy, aly 3 gaudy, chily TEACHER’S NOTES B ss discuss the places in pairs. In feedback, nominate Ss to share their opinions with the class. ‘Optional extra activity Ss think of a place they know wel, and work alone to write a description of it, using atleast four adjectives from Ex 3A ‘and Lesson 3.2. Manitor and help with vacabulary, writing any ‘new words and phrases on the board. When they are ready, ‘arrange Ss into smal groups. Ss take It in turns to read out their ‘descriptions for other Ss inthe group to try and guess which place they are describing. In feedback, nominate $s from each ‘Bfoup to share their descriptions with the class. Peas 44 Ss underline the correct alternatives alone then checkin pats. Infeedback elicit Ss’ answers ‘Answers: Lfrom which 2inwhich Ilivealone 3 to which you caninever answer yes! at vhich point Alternative approach ‘Arrange Ss into smal groups. Give $53~6 mins to discuss thet answers to Ex 4A, but dont lt them write their answers yet. When they ate ready, call out a number to the class, and the first team to call out the correct answer fr that sentence wins ‘a point At the end, the group with the most points wins Give 5553-4 mins to complete Ex 4A alone, writing their answers In feedback, elicit Ss’ answers BB Sstryto sole the riddles in pairs. lc Ss’ guesses but dont ve any answers yt. Give Ss afew minutes to tur to pi61 and check their answers ‘Answers: Lleadina pencil 2achickinan egg 3 Aeyou asleep? ‘atiole RENEE 5 Ss complete the proposal in pais. |n feedback elicit Ss’ answers Answers: 10, jou) abitof 2 The of ou/my/the. isto 3 The (ian) ofthe,is to. 4 What we todo 5 were going to, with (6The/TMis 5 because 7 this will uso) Bin the, this would ‘9The,nclede 10 So,whatwere, to 11 Does, have any BBC interviews and worksheet ‘what Is your favourite place? This video extends discussion of the unt topic to favourite places. scan view people discussing their travel plans and Favourite paces 3.TEACHER'S NOTES OVERVIEW READING | read an article about a miscarriage of justice VOCABULARY | crime collocations SPEAKING | talk about criminal justice GRAMMAR | introductory it VOCABULARY PLUS | lexical chunks PRONUNCIATION | pauses and chunking re VOCABULARY | sccil issues PRONUNCIATION | stress patterns SPEAKING | discuss social issues LISTENING | lsten to people describe someone they admire GRAMMAR | the perfec aspect WRITING | 2 probiem-soltion essay; learn to use parallelism VOCABULARY | decisions FUNCTION | expressing hypothetical preferences, LEARNTO | add emphasis PRONUNCIATION | intonation: adding emphasis SPEAKING | ciscuss moral cilemmas PPE ae DVD | watch a BBC programme about a con artist ‘speakout | recounta crime story writeback | 2 short article PEMA Communicative revision activites (EID) inrerviews What legal or social issues concern you? This video extends discussion of the unit topic to socal Issues. $s can view people discussing the law and what legal or social issues concern them, Use tis video at the start or end of Unit 4 or set it as homework FIGHT FOR JUSTICE Introduction Ss learn and practise the intraductory it in the context of crime. They also learn and practise lexical chunks. SUPPLEMENTARY MATERIALS Resource bank: p151 and p152 ‘Warm up: write the headings below on the board. Warm up Wie the following heagirgs on the boot Financial crimes, Violen crimes Poticol crimes and Driving crimes. Aconge Ss into small groups and give them S mist ist as many types of crime under each heading as possible In feedback elit Ss answersand wit them on the boar, adding your own eas 4A 5s discuss the questions in pairs When they have finished nominate 5s to share their ideas and have a class discussion B Elicit/Check storm into, handcuffs housing project, racially motivated and plea agreement. Give Ss.a few minutes to read the text quickly and find out why the waitress was artested, ‘Answer: She was aested for suspeced org offences because her name was given to police by an informant. 2 ss read the text again and answer the questions alone then check in pairs. in feedback, ect Ss answers, Answers: 1 She was charged with drug dealing. 2 No they had ne strong evidence (police found no drugs on fher person or during subsequent searches). The evidence for ther arrest came from an informant. wha was also charged with drug offences. 3 She ad to decide whether to plead euity and be allowed home as convicted criminal, or stayin prison and fight ber Commiction risking 2 much longer sentence ifshe were to lose her case. 4 She was pressurised by het family and her lawyer probably because they felt it would be 00 risky to fight the case, '5 Perhaps because she had a strang sense of justice, and also didnt want to have to lve witha criminal record which might affect her Future ability to work and lok after her family. 6 According to the artic, the system pays the police more ‘money if they make more arrests. This encourages the police ta make racially motivated arests, based on litle evidence, {and then offerthedefendants the opportunity to sign plc agreements, Some people often lac the courage or the nances tobe able to defend their ights, Prosecutors gain good reputations for showing thacthey ae gaining, Convictions inthe wat against crime. 3 ss discuss the questions in pars. Encourage them to give reasons for their answers. In feedback, nominate $510 share thelr opinions with the cass.DETTE CRIME COLLOCATIONS A Elicit the first answer as an example $s complete the collocations then checkin pairs. Check answers withthe whole class, ‘answers: prove carryout 3repart appeal against Sdiving 6drugs 7down 8 previous Alternative approach ite the exercise numbers from Ex 4A in a column on the ‘board In feedback, give each pai a board pen and ask one student from each par to come t the board, without the ‘answers. Their partner then call the answers out tothe student at the board, who writes them in the right place. To provide ‘mote of a challenge, play some music loudly so that each student has tolisten/pronounce the words lerly, When they ve finished, correct any errors on the boar. Bs chaose the correc collacations alone then check n pars. CCheck answers with the class, ‘Answers: protest 2davn 3 previous 4 earyaut Soppeal against. 6drving, With lower levels, it's important where possible to elicit words and phrases (eg. What isa word which describes how you feel witen | you wont teat? rather than meanings (eg, What does “hungry” mean? However at higher levels Ss already have a wealth of language they can draw on to make intelligent quesses about new language. I's important to give them opportunities to use this knowledge when presenting new language, and also provide more challenge for them at this level [> VOCABULARYBANK 151 Crime collocations 4A Elicit the frst answer as an example Ss complete the sentences alone then check in pals. In feedback elicit Ss B Ss match the phrases and their meanings alone then checkin pairs In feedback elicit Ss’ answers, ‘Stronger classes can do the exercises at home, Answers Alon 2on Sino Gfor Swith Ginto Tin Bwith 9to 10at B 8) 3-comesinto force 1) 1- puton probation {9 pased a serious threat 1 (the publi -) 6 was given points on hs cence ‘€) 2 went onthe rempage 4) 5~help the police with theiringuiies 1) B charged with assault hy T= held in custody 1) 10- fred teacgas at (the protesters) 1) G~ Aninvestigaton is being held nto [5A Arrange Ss nto small groups and give them 1 min to read the topics and choose one they want to discuss. Ss discuss their topic in groups. Monitor and make notes on any common errors and examples of good language for ater feedback B Nominate Ss from each group to share their ideas with the class and have a bre class discussion. Give Ss feedback on their language. TEACHER’S NOTES Optional extra activity ‘rite on the board: Prison dossot work as adeverent. and divide ‘the class into two groups. One proup makes alist of reasons in favour of the statement, and the other makes alstof reasons against it. Monitor and help with vocabulary, writing any new ‘words and phrases on the board. When they are ready, arrange ‘Ss into pairs with one member of the previous groups in each pair Ss debate the sentence, using the reasons they came Uup with before. In Feedback, elicit $s'ideas and have a bret discussion, [ELE INTRODUCTORY IT GA Ssread the sentences then discuss what it refers to in pats. Infeedback, elicit Ss’ answers Answers: being arrested 2 regular sais taking place 3 the situation English doesn't have as many inflections as most other languages. For this reason, the order of words in sentences is very important in English. We use introductory it to ensure we hhave a subject, verb and object in the right order. 1B Tho aim of this exercises to test how much Ssalready know about this area. This should give you an idea of how much detail you need to go into when clarifying and whether you need to do the Language bank exercises in class. Ss complete the sentences alone then check in pais. In feedback, ect Ss answers ‘Answers: 1 could hata believe when the police officer told me what had hhappened. 2 Ichas been reported that a number af people in the area were affected, 3 t's no sel fve looked everyirhere for my wallet but | cant find ‘anywhere 44 We would appreciate it ifyou didttell anyone about tis, 5 es surprising how quickly Iwas able to master tne sl 66 J's no wonder you court find your bag, You lettin the café. 7 A: How much further st? Beit'snot far aow 8B fea pity that you won't beable to make tto the lunch. 9 fewasa warm day forthe time of year 10 Ieappears that someane has made a mistake. 7 Gives 2-3 mins to read the rules and ask any questions they have. Ss find further examples from Ex 68 and Balone, then check In pals. feedback, elicit Ss’ answers, and check understanding of the rules, especialy the word order in each of the uses of it Answers: 4a) [tis the last thing. tis regular practice... How much furtner sf? snot far now ..,Itwasa warm day byt’ surprising. sno wonder... Its a pity It seems that. Itappears that someone... 4) Ithas been reported €) could hardly believe when ., We would appreciate iif. 4)... youwon't beable to make it tothe lunch. ra