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    of 101
    CAMBRIDGE face2face > . Upper Intermediate Teacher's Book Tal ie With over 100 pages of extra teacher’s resources SBE e sem ELC TE) POMC eM eC EUU) Upper Intermediate Teacher's Book Chris Redston and Tim Marchand with Gillie Cunningham CAMBRIDGE UNIVERSITY PRESS Tests by Anthea Bazin and Chris Redston ‘CAMBRIDGE UNIVERSITY PRESS ‘Cambridge, New York, Melbourne, Madrid, Cape Town, Singapore, Sao Paulo (Cambridge University Press ‘The Edinburgh Building, Cambridge CB2 8RU, UK worwcambridge org, Information on this ttle: www cambri .org/9780521691656 © Cambridge University Press 2007 This publication is in copyright. Subject to statutory exception and to the provisions of relevant collective licensing agreements, no reproduction of any part may take place without the written, Permission of Cambridge University Press First published 2007 Printed in the United Kingdom at the University Press, Cambridge A catalogue recon for this publication is available fram the British Library ISBN 978-0-521-69166-6 Teachers Book ISBN 978-0-521-60337-9 Student’ Book with CD-ROW/Auio CD ISBN 9780.5 ISBN 9; Workbook with Key §-0-521-60541-6 Class Audio CDs ISBN 978-0-521.60345-4 Class Audio Cassettes ISBN 978-0-521-6 re 1-6 Network CD-ROM IN 978-0-521-69167-3 Intermediate andl Upper Intermediate DVD ISBN 978-6-483-23372-6 Students Book with CD-ROM/Audio CD, Spanish Edition SBN 97 78-3-12-539744-6 Student’ Book with CD-ROM/Audio CD, Klett Edition normally necessary for written permission for copying to be obtained in advance publisher. The CD-ROM/Audio CD: User Instructions in the Introduction, he Class Activities worksheets, Vocabulary Plus worksheets, Study Skills works! ogress Tests at the back of this book are designed to be copied and distributed The normal requirements are waived here and it is not necessary to write to Gombridge University Press for permission for an individual teacher to make copies University Press’ may be copied. = use within his or her ow classroom. Only those pages which earry the wording Contents Welcome to face2face!__| Phetocopiable Materials faceatace p4 [Class Activities 7 Vocabulary Plus) face2{ace Upper Intrmediate aeandivvink ue 18 Aaslary dominoes pis2 professions pi7e The O-ROM/Aud GO: stuctons p10 eee eee. ETI me. The Common European Framework eos nara OUR ee sa euins ee (cer pia: ‘2G Where's the stress? piss 4 Descriptive verbs p79. Teaching Tips oral 2D The Big Question pise ‘5 Geographical features, © p180. 3C_Prepositon pelmanism piso 7 Words from other languages pre 4 Alf of earning pat Rae, ps Se ee. owe 4 The book wiz pias ee ee ime oe Gea Pe. 4C Theisiend 10 Nouns from phrasal verbs p185. 3 Ws against the law ps7 ke SRC CBE Sauces psa 6B Nature cossvord pias Rae = B Waking ends meet p76 fee Ue PISO insiuctons pies @ Outand about pea SD Fourinaline pist 1. Speling rues: the finale p190 10 The great divige poz Fre baiinannraie RIES! 2 Word maps pi91 ‘11 Making alving pion paces cgespenictt am bie Silent eters pioz SN ee Gee nee ee 9D Giveaway! pi62 Progress Test 2 p202, Se eae et ae ae ss lee cent aes ee Progiess Test 12 pe22 face2face facodface is a general English course for adults and young adults who want to lear to communicate quickly and effectively in today’ world, facedface is based on the communicative approach and i combines the bes in current methodology with special new features designed 10 make Teaming and teaching “The face2face syllabus integrates the leaming of new language with skis development and places equal emphasis on vocabulary and grammar. facezIace uses a guided discovery approach to learning, first allowing students to check what they Know, then hrlping them to work out the rules for themselves through carelully structured examples and concept questions All new language is imeluded in the interactive Language Summaries in the hack of the face2tace Students Book and is regularly recycled and reviewed There i a sirong focus on listening and speaking throughout face2face Student’s Book with free CD-ROM/Audio CD “The Student’ Book provides 48 double-page lessons in. 12 thematically linked unite, each with 4 lessons of 2 pages. Each lesson takes approximately 90 minutes. ‘The fiee CD-ROW/Audio CD is an invaluable resource for students, with over 200 exercises in all language areas, plus video, recording and playback capability, a fully searchable Grammar Reference section and Word List, all the sounds in English, customisable My Activities and My Test sections, and Progress sections where students cvaluate their own progress. Help stents to get the most out of the CD-ROM/Audio CD by giving them the photocopiable instructions on pl0-pl2. Class Audio CDs and Class Audio Cassettes ‘The three Class Audio CDs and three Class Audio Cassettes contain all the listening material for the Student’ Book, including conversations, drills, songs and the listening sections of the Progress Tests for units 6 and 12. Workbook The Workbook provides further practice of all language presented in the Student’ Book. It also includes a 24-page Reading and Writing Portfolio based on the Common European Framework of Reference for Languages, which can be used either for homework or for extra work in class. Welcome to face2face! Innovative Help with Listening sections help students to understand natural spoken English in context and there are numerous opportunities for communicative, personalised speaking practice in face2face. The Real World lessons in cach unit focus on the functional and situational language students need for day-to-day life “The face2face Student’ Book provides approximately 80 hours of core teaching material, which can be extended to 120 hours with the photocopiable resources and extra ideas in this Teacher’ Book. Each self-contained double-page lesson is easily teachable off the page with minimal preparation. The vocabulary selection in face2face has been informed by the Cambridge International Corpus and the Cambridge Learner Compus. face2face is fully compatible with the Common European Framework of Reference for Languages (CEF) and gives students regular opportunities to evaluate their progress. face2face Upper Intermediate completes B2 (see p13). face2face Upper Intermediate Components Teacher's Book This Teacher's Book includes Teaching Tips, Teaching Notes and photocopiable materials: 35 Class Activities, 12 Vocabulary Plus and 4 Study Skills worksheets, and 12 Progress Tests. Network CD-ROM ‘The Network CD-ROM is a network version of the CD-ROM, ‘material from the Student’ Book CD-ROM/Audio CD for use in school computer laboratories by up to 30 users Intermediate and Upper Intermediate DVD The Intermediate and Upper Intermediate DVD contains all the video sequences from the Intermediate and Upper Intermediate Students Book CD-ROMs. The User Guide accompanying the DVD gives ideas for exploiting the video ‘material in class Website Visit the face2face website www.cambridge orp/eluface face for downloadable activities, sample materials and more information about how face2face covers the language areas specified by The face2face Approach Listening A typical listening practice activity checks understanding ‘of gist and then asks questions about specific details. The innovative Help with Listening sections take students a step further by focusing on the underlying reasons why listening to English can be so problematic. Activities in these sections: 4 focus on how sentence stess, weak forms, linking and extra sounds combine to give spoken English its natural rhythm. help students to recognise features of redundancy, e. filles raise awareness of emphatic stress and back referencing, focus on different native English speakers’ accents. encourage students to make the link between the written and the spoken word by asking them to work with the ‘Reconiing Scripts while they listen. For Teaching Tips on Listening, sce p18. Speaking A the lessons in face2tace Upper Intermediate and the Class Activities photocopiables provide students with numerous speaking opportunities. Many of these activities focus on accuracy, while the fluency activities help students 10 gain confidence, take risks and try out what they have learned, For fluency activities to be truly ‘luent’, however, students ‘ofien need time to formulate their ideas before they speak. This preparation is incorporated into the Get ready Get it right! activities at the end of each A and B lesson, For Teaching Tips on Speaking, see p18. Reading and Writing In the face2tace Upper Intermedia texts from a wide variety of genres Student’ Book, reading used both to present new language and to provide reading practice. Reading sub- skills, such as skimming and scanning, are also extensively practised. In addition there are a number of writing activities, which consolidate the language input of the lesson. For classes that require more practice of reading and writing skills, there is the 24-page Reading and Writing Portfolio in the face2face Upper Intermediate Workbook, This section ‘contains 12 double-page stand-alone lessons, one for each uit of the Student’ Book, which are designed for students to do at home or in class. The topics and content of these lessons are based closely on the CEF reading and writing competences for level B2. Vocabulary faceatace Upper Intermediate recognises the importance of vocabulary in successful communication. There is lexical input in most lessons, all of which is consolidated for student reference in the interactive Language Summaries in the back ‘of the Student’ Book. The areas of vocabulary include: lexical flelds (a review, a critic, subtitled, dubbed, etc.) collocations (make a living, work fieelance, et.) ‘word families (prefer, preference, preferable, preferably, sentence stems (Why on earth... 2, Well, no wonder fixed and semi-fixed phrases (It drives me cray., ete.) phrasal verbs and idioms (make sth up, sleep like log, ete.) ‘When students meet a new vocabulary area, they are often asked 10 tick the words they know before doing a matching, exercise or checking in the Language Summaries. This is usually followed by communicative practice of the new vocabulary. In addition, each unit in face2face Upper Intermediate includes one Help with Vocabulary section, designed to guide stucents towards a better understanding of the lexical systems of English. Students study contextualised ‘examples and answer guided discovery questions before checking in the Language Summaries. For longer courses and/or more able students, this Teacher’ Book also contains one Vocabulary Plus worksheet for each unit, These worksheets introduce and practise new vocabulary that is mot included in the Students Book, For Teaching Tips on Vocabulary, see p18, Grammar (Grammar isa central strand in the fae2face Upper Intermediate syllabus and new grammar structures are always introduced in context ina listening or 2 reading text. We believe students are more likely to understand and remember new language if they have actively tried to work out the rules for themselves. Therefore in the Help with Grammar sections students work out the meaning and form of the structure for themselves before checking in the Language Summaries. All new grammar forms are practised in regular recorded pronunciation drills and communicative speaking activities, and consolidated through writen practice. pls. For Teaching Tips on Grammar, Functional Language facoZiace Lipper Intermediate places great emphasis on the functional language students need to use immediately in their daily lives, Each unit has a double-page Real World lesson. that introduces and practises this language in a variety of | situations, Typical functions include keeping a conversation going, giving your opinion, making polite interruptions, apologising, and making and responding to suggestions. Pronunciation Pronunciation is integrated throughout face2face Upper Intermediate. Drills for new grammar structures and Real World language are included on the Class Audio CD Cassettes and indicated by the icon 9. New Help with Fluency sections also help students to become more fluent by focusing on phonological aspects of spoken English. For Teaching Tips on Pronunciation, see p19. Reviewing and Recycling We believe that regular reviewing and recycling of language are essential and language is recycled in every lesson (Opportunities for review are also provided in the Quick Review sections at the beginning of every lesson, the comprehensive Review sections at the end of each unit, and the 12 photocopiable Progress Tests in this Teachers Book. For Teaching Tips on Reviewing and Recycling, see p20. The Student’s Book Help with Grammar sections encourage students to work out the rules af form and use for thamsaves before ( tesonsA an Bin ech gu baste be ‘vocabulary and grammac in ceed i each the interactive Language {_watscconens lesson. Summary forthe unt. Owpcrai o ! e — aa sameeniones | nea) sear ans tae | srt ron vocabulary nha leocive secre “Sogn may rhe conslate the new unitin the back of the oe |. Sots on EE onsinsea ee AS), Reduced sample pages from face2face Upper Intermediate Student’ Book. The Student’s Book (Quick Reviews atthe begining ofeach lesson recycle previously eared language and get the dass off to@ (( Comte pace eres heck suena ) |. ely, student: centred start understood the meaning and form of revs language New gammar ncaa | Getready.. Get ight sectors ae structured are ava presented in ‘ommarcatie speaking tasks tat focus on context ina titening, | bath accuracy and lent The Gat ead ora eadng tox Stage provides the opportunity fo students to Ci ina plan the langage and content of what tey are fing toy before Get ight when tey de the communicative stage ofthe actvty Reduced sample pages from face2face Upper Intermediate Student’ Book The Student’s Book ‘ep with Vocabulary sections = | encourage students to work out | {Hep wath storing sections focus {Lesson € Vocabulary and Skis essons develop student’) | theres of for and use of new ‘on the areas that make spoken | ange of receptive sills by providing opportunities to work vocabulary themselves before English so dificult to understand ‘with different types ofsemi-authentic text then expering checking inthe interactive and teach students how to stan and developing areas of lexical grammar Language Srmarytrtve nt.) | mere fect 12 estan ieee = 5 (0 >) (The Pairand Group Work section Students are often encouraged to | inthe back ofthe Student's Book refer to the Recording Seip in the provides numerous communicative back ofthe Student's Book to help speaking practice activities. develop their ability in bath listening and pronunciation. Pe eeees eee Reduced sample pages from face2face Upper Intermediate Student’ Book The Student’s Book fealWord sections») stents to analyse the on \ functional language for | (The Review sections tthe end of every D lesson provide) Lesson RaalWerd lessons focus on) | themselves before checking | | revision of key language from the unit These activites can_| thekinoa rgugesidetsreet | | interac lamaage | | bedonein dsr hancwrk and wi estes for day-to-day if Summary forthe unit. |. prepare for the Progress Test forthe un. |\@D) You're breaking up em= O crane ©: =< “The Songs sation on i ‘The (icon indicates (Based on the requirements ofthe Student's Book p102-p103 | | practice actity o& aap panera ae él designed to ference for Languages (ep beset on pope Se improve students the Prgress Pools allow Se ee cal students to monitor he ove pespeteneee language development by checking what they can remember rom the unit. students are then crete to the CD-ROM for further practice of seas they ar sire about help students to become ‘mare fue by focusing fon phonological aspects, cof spoken English, ‘omains fun actties | | Reduced sample pages from face2face Upper Intermediate Student’ Book The CD-ROM/Audio CD: Instructions e + Use the CD-ROM/Audio CD in your computer to practise language from the Student’s Book + Use the CD-ROM/Audio CD in CD players at home ‘or in your ear. You can listen to and repeat the y-today language from the Real World lessons (lesson D in each unit) ‘and Real World language you have learned inthe lessons. {_ You can also de you avn nates (Read. sten and) record youset | epee seeyceeeere phease from the Student's Book — Practise the) language rom the Students Book in over | 200 different. activites eam the phonemic symbols and practise saying the sounds = @ check your rere) Read and listen again tothe rman recordings Bie tens tense ava Veh th noe ngage et inte be sae reaver gg bcc Ee ery How to use My Portfolio Grammar ((Glck onthe Gammar tab to ‘pen the Grammar screen. It When you are working on ves all the information fom an activty, you can dick the Language Summaries a the we (on Grarnar to gat help. ‘Student's Book so you don't Scenestars reed to have the Student's Book |_ohand when you are working {lion the name ofa grammar ) area t find the infermation {you nee o © Cambridge University Press 2007 ((SBERIEE! Phonemes eee ae The CD-ROM/Audio CD Click on the Phonemes tab to open the Phonemic Symbols screen. tt shows all the Phonemic Symbols“ carton ease 2 —| sounds in English the same list as on Newel sence amour aunt th ote hain int, Student's Book p15 Progress Peet My Test Lime 9 b=) 07h eat de (Yu can ck on the sounds to sten to and compare ther, 4 (You can aso record your pronunciation ) / | ofthe words and sounds (~ Click on the Progres tab to open the Progress screen. It shows your percentage Scores for your finished activities. SR rh You can also print you (ck on te Text tao to open te Test) f= screen. You can choose the grammar and ‘vocabulary that you want tobe tested on eee) (You cn set atime iit.) T{_ Glick on stare.) Three screen grabs from face2face Upper Intermediate CD-ROM/Audio CD © Cambridge University Press 2007 @ The CD-ROM/Au cD How to practise new language the main screen for the unt. = a You can seta time mt Sat Feces \ ‘Alteratively, make your ) activities from the main | open one of the activities ( ‘lek onan activity on >) —~ peal iie bevel | 10 A nec reception | and questions for the ieee chy ‘ec grote (ei, ip 2 Ws pas oar eieiitant Pi You can click for help hy Bie igs ie tele Seth hr to do the Soares | check hich answers you activity. aD eso CHD got righthvrorg. a cy Keni, ifnecessary, tart the i eam ew You can o the actnaty recording by dcking sagan and coret your a JX aren pees Os Pe peaeerouere inh ne hr for the activity and find ished the activity, teenater oom the Studer’ Book page yen trek eee meterterde score by dking cn the i tangusge comes rom in chequered fag cn : n |e eetack box a ae " — ‘ou can also see the (Vinecessary you can) XW | where you can ao ee ae the recorded activites, ‘Three screen grabs from face2face Upper Intermediate CD-ROM/Audio CD. © © Cambridge University Press 2007 (/JAGB2Ia08) The Common European Framework (CEF) What is the Common European Framework? (CEF) Since the early 1970s, a series of Council of Europe initiatives hhas developed a description of the language knowledge and skills that people need to live, work and survive in any European county. Waystage 1990", Threshold 1990® and Vantage? detail the knowledge and skills required at different levels of ability In 2001, the contents of these documents were further developed into sets of ‘can do’ statements ot ‘competences’ and officially launched as the Common European Framework of Reference for Languages: Learning, teaching, assessment (CEP). A related document, The European Language Portfolio, encourages learners to assess their progress by matching their competence against the ‘can do’ statements. ‘The face2tace series has been developed to include comprehensive coverage of the requirements of the CEE The table above right shows how face2face relates to the CEF a the examinations which can be taken at each level through University of Cambridge ESOL Examinations (Cambridge FSOL), which is a member of ALTE (The Association of Language Testers in Europe), face2face Upper Intermediate and CEF level B2 The table on the right describes the general degree of skill required at B2 of the CEF Details of the language knowledge retired for B2 ave listed in Vantage. The ‘can do’ statements for B2 are listed in the Common European Framework of Reference for Languages: Learning, teaching, assessment face2face Upper Intermediate completes level B2, which students started in face2face Intermediate. The Listening, Reading, Speaking and Writing tables on pl-+-p17 where the required competences for level B2 are covered in. facezface Upper Intermediate. ace2tace Upper Intermediate also reviews level B1, which students started in face2face Pre-intermediate and completed jn face2face Intermediate. The ‘can do’ statements from B1 that are covered in face2face Upper Intermediate are indicated on pl4-p17 by an asterisk (*) More information about how face2face Upper Intermediate covers the grammatical, lexical and other areas specified by Waystage 1990 can be found on our website: ‘ewnscambridge ong/elfiace face facoziace | cer] Related ‘cunetot (students took |tevel| examinations __| Europe document ig Breakthrough flemertay | - cy i Key engi Test Maysage cle 1 | | remem ° | Priminaryengintes | Teste 2] ianage | rs cotta Eas y In the spirit of The Ewropean Language Portfolio developed from the CEF, face2taee provides a Progress Portfolio at the end of every Student’ Book unit. Students are encouraged to assess their ability to use the language they have leamed so far and to review any aspects by using the CD-ROM/Audio (CD. In the Workbook there is a 24-page Reading and Writing Portfolio section linked to the CEF and a comprehensive list, of ‘can do’ statements in the Reading and Writing Progress Portfolio, which allows students to track their own progress. Listening | {can under extended speech and ecu ol even complex ines of argument provided topics eacnably fala Tan understand most {TV noes and csent af programs. Lea tnderstind the aj fis in standard dialect. ca ead ales and reports consered wth ray probleme which the writers adopt pcr iildes or viewpoints | can understand ntemporaryieray ese Reading Spoken | Tan interac with «degree of fueney and spontaneity Imeraction| hat males regular intersection th nave speakers Gite possible Hea ake an active part in dees fn amir contexts, aceuiing fra sustaining Spoken | team presen ear, deta desrpsons ona wide Production} range of subjects rated to my ld of inert. Lan ‘pain a vicwpint on a opal issue ving the srantages sa Sevaags of varios options. [writing | roan write clear, detailed vxt on a wie range of sects rele to my interes. Tan write a ey ‘epor, psn on information or ging reasons Suppor of oc agaist a putea pont of view: Lean ‘ere eters highlighting the personal significance of + Waysage 1990 | A van Ek and LM Tem, Council of Europe, Caubridge University Press ISBN 978-0.521-567 2 Threshold 1990) A van Ek and J LM Te Council of Esope, Cambridge Uni crsity Press ISBN 978.-0-521-36706.0 + Vimuage JA van Ek and J LM Trim, Council of Europe, Cambridge University ress ISBN 987-0.521-5670523 * Common European Framcwor Stashourg, Cambridge Universty Press ISBN 9780-521-50313-7 of Reference for Longuages Learning, teaching, assessment (200) Council of Europe Modern Languages Division, The CEF — Listening (a language user at level B2 can: ane] I 3 understand in detall what i said to him/her in standard spoken language even n a noisy environment This interactive competence is practised ‘catch much of what is said around him/her by native speakers 38 3C 3D understand the main ideas of complex speech on bath concrete and abstract topics delivered in standard dialect follow extended speech and complex lines of argument provided the topic is reasonably familiar and the direction ofthe talkis signposted by explicit markers Understand most broadcast materials, including radio documentaries, delivered in standard dialect and can identify the speaker's mood and tone | understand plays and the majority of films in standard dialect, 2A 2c | ir ti i ne vouana Use a variety of strategies to achieve comprehension, including listening for main T T 24 2c 20 | 38 3C 3D professional speciality points and checking comprehension by using contextual clues leat | isle ei dees ea ote ore ope \ keep up with an animated conversation between native speakers 2D Reading fa language user at level B2 can: 1 2 ka ier mide cnonen persia vidi ewes opessecie | uC | xc | epee oe wart | ware | wos _| | quickly grasp the content and significance of news, articles and reports on topics 1c 2c weP3, fee e a eneen ad GUT noite | wae 4 aw inogmicnpleniistaigecart | « | 2 | x understand in a narrative the motives forthe characters ections and their consequences for the development of the plot | Gitano ees a hi ote aod cn of aval os Rip cieet oe eu aera ae | Se Ses ches reas ae ro liens Saas | Geiser nal oi vat hie pal «ameter icoencind 7 me Understand specialised articles outside his/her own field withthe occasional help of a dictionary _guess the meaning of single unknown words from their context* © refers to descriptors for 81 1h = facedtace Upper Intermediate Students Book unit 1 lesson A WPI = face2tace Upper intermediate Workbook Reading and ‘Writing Port folio 1 \WBIA = face2face Upper Intermediate Workbook unit 1 lesson A z 5 ¢ Tle throughout the couse 4c 4D 5B 5D 68 6D 7A7D | sAeceD| 9c 9D yoo [1a 11B t1c] 12a SC 5D 6c | | 44 | 10A uD | 6c | 7A F | the course on the interocve co-ROM/Audl CD. 4A 4C 4D | 5B SC 5D 6B 6C 7A 7C 7D | 8A 8C 8D ] 9B 9C 9D |10A 10C 10D]11A 11B 11¢ 124 sc | | - | ie % wef om | med 4 ieee 3 =a 7 2 | wars | wore | 8 eats we | wee | mm | woee | ware | RET worm | wone | ee wars fom | Frere | WBE [anc | 8 [wane Re | | wae wert | 4B 4C | 6A wero | | | worn | | | won | woPI2 [ [ieee a ee so 1° awe 1 eee | | [sees] ————<<— The CEF Speaking (Alanguage user at level B2 can, 1 a A ‘engage In extended conversation ina partiipatory fashion on most general topics | 18 1C 10 | 2a 28 20 | 3a 3¢ a0 | initiate, maintain and end discourse naturally with effective tumn-taking 1A 18 10 | 28 2C 2D [34 3B 3c 3D) |_exchange detailed factual information on matters within his/her field of interest. | 1D ‘account for and sustain hisher opinions by providing relevant arguments, etc 2A 2 20 |_3A 30 ‘express his/her thoughts about abstract and cultural topics such as music and films* take an active part in discussions, evaluate proposals and respond to hypatheses 2a 3C help @ discussion along on familiar ground, confirming comprehension, etc 2D convey degrees of emation and highlight the personal significance of events 2B 3A 3B 3D lse stock phrases to gain time and keep the turn Ey cary out a prepared interview, checking information and following up replies* 1A [ | Take initiatives in an interview and expand and develop ideas 1c 3A aC | summarise and give his/her opinion on a short story, article, talk, discussion or interview, and answer further questions in detail* ive clear detailed descriptions on subjects related to his/her field of interest. | 1B |_ give detailed accounts of experiences describing feelings and reactions 1c 3 | 2c 3c ive detailed presentations and respond to a Series of follow-up questions I explain a viewpoint giving the advantages and disadvantages of various options 2c narrate a story® 3B ‘summarise the plot and sequence of events in an extract from a film or play | summarise short extracts from news items, etc. containing opinions and discussion 2 | Construct a chain of reasoned argument linking ideas logically speculate about causes, consequences end hypothetical situations | 3A 38 3C Use Some cohesive devices to link his/her utterances into clear, coherent discourse Writing (Alanguage user at level 82 can: 1 2 3 | iutite clear and detailed texts on various subjects related to his/her field of interest | _WBP1 | write about events and experiences in-adetaled and easily readable way ware write reports and essays which develop an argument, giving reasons for or against a Point of view, and explaining the advantages and disadvantages of various options weet were. develop an argument, emphasising decisive points and including supporting details ‘wera ‘write letters conveying degrees of emotion, highlighting the personal significance of events and commenting on the correspondent’s news and views ‘express news and views in writing and relate to those of others | [__wers ‘write a review | convey factual information to fiends/colleagues or ask for inforrnation® I make @ note of favourite mistakes’ and consciously monitor his/her work forthem | This competence is practised in all the take notes on important points during a lecture on a familiar topic S FF * refers to descriptors for 81 \WBP1 « face2face Upper Intermediate Workbook Reading and ‘WA fae2face Upper Intermediate Stuent’s Back unit 1 lesson A ‘iting Portfolio The CEF ee 5 6 7 8 Se aw: a 2 aca | 5A585C| 6A | 7A7B7| asc [sAsB9C5| toc 100 | TIC 11D | 128 12¢ 144-48 4C 40/5A 58 SC SD|6A 68 6C 6D|7A 78 7C 7D| BA GBD | 9A 9B |10A 108 10D| 1A 118 | 12A 128 | se «| 77 | ac 8 ia x | 58 5D 6A 7B BA BC 9B 9C 10C 1c 12c 2 | 98. 9C 128 5¢ 5D joc we 11D | _12a 30 96 80 Tic 4c 4D 6B 7A 8A 8B ES 0A 0C 100/114 118 Tee 4c SD 11D 7 e 4B asi SD 98 TA 118 5c 6c 78 a 6B ic @ 7A ma 11D 3A 5 706 AAC | | 38 { | 3D 7e I | a Tips Petes | 6 GA 88 [1s wa u J 4 5 6 7 8 70 ae wera | wars | were ware war70 wari Waa wero | wees ware | c a 1 ‘WBP11 WBP12, | were | | | WBPo Z wer? wari | _warit_| _wariz Workbook Portfolio writing tasks. : a BA ol cies Cacti ac Te Teaching Tips Listening + Make fill use of the Help with Tistening sections in the Students Book, which ate designed to help students ‘understand natural spoken English and develop their ability to anticipate and understand what is being said. + Before asking students to listen to a recording, establish the context, the characters and what information you ‘want them to listen for. * Give students time to read the comprehension questions in the Students Book. Deal with any problems or new language in these questions belore playing a recording ‘+ Be sensitive to the difficulties that students might be having and play a recording several times if necessary + Ifyou use a cassette recorder in class, dont forget to set the counter to zero each time. + When you play a recording for a second or third time, you can ask students to read the Recording Scrips at the back of the Students Book while they listen. This helps them to ‘tune in’ to spoken English and connect what they hear with what they read. ‘+ When students need to listen and write their answers, you can stop the recording after each answer in second and subsequent listenings to give them time to write + Use the activities for the Songs on Student's Book 1p102-p103 at the points suggested in the course + Encourage students to listen again to the classroom, recordings on their CD-ROM/Audio CD on their ‘computer at home. Note that students can only listen to these classroom recordings on a computer, not on a CD player. Speaking Pair and Group Work + Male fll use ofall the communicative speaking activities, in the Students Book, particularly the Get ready. Get it right sections + Try to ensue that students work with a number of diferent pariners daring a class. I ts dificult for students to swap places in class, you ean ask them to work with students in front or behind them as well as on ether side of them, + tis often useful to provide a model of the tasks you expect students to do, For example before asking students to talk about their regrets in pairs, you can tlle aout your regrets with the whole class to give students 4 model of what they are expected wo do, + Remember that students ofen find speaking activities ‘much easier if they are personalised, as they don't need to think of ideas as well as language + Go around the cass and monitor students while they are speaking in their pais oF groups, At this stage you can provide extra language or ideas and correct any language or pronunciation which is impeding communication. ‘+ Avoid becoming too involved in speaking activites urself unless you see students have misunderstood ‘your instructions or you are asked for help. ‘+ When giving feedback on speaking, remember to praise good communication as well as good English, and focus fn the result ofthe task as well as the language used. Correction + When you hear a mistake, itis often useful to correct it immediately and ask the student to say the word or phrase again inthe correct form, This is particulary elective it the mistake relates to the language you have been working con in the lesson, + Alternatively, when you point out 2 mistake to a student you can encourage hinvher to correct it himself/herself before giving hinvher the correct version. ‘+ Another approach to correction during a freer speaking activity isto note down any mistakes you hear, but not comrect them immediately. At the end of the activity write the mistakes on the board. Students can then work in pairs and correct the mistakes. Alternatively, you can discuss the mistakes with the whole class, Vocabulary “+ Give students time to work through the exercises in the Help with Vocabulary sections on their own or in pairs, This gives students the opportunity to try to work out the rules themselves before checking in the Language Summaries. You can then check students have understood the main points with the whole class + Point out the stress marks (*) on all new words and phrases in the vocabulary boxes in the lessons and the Language Summaries. These show the main stress only on words and phrases. + When you write a new vocabulary item on the board, make sure students know the stress and part of speech, + Make sure students are aware of collocations in English (for example make a profit, go bankrupt, etc.) by pointing them out when they occur and encouraging students t0 record them as one phase in their notebooks, Encourage students to build word families with new vocabulary (vandalism, vandal, vandatise, et.) + Review and recycle vocabulary at every opportunity in class, using the Reviews, the Language Summaries and the Class Activities ‘Use the photocopiable Vocabulary Plus worksheets to introduce and practise extra vocabulary which is not included in the Student’ Book. They can be used for self-study in class of as homews classroom lesson. There is one Vocabulary Plus worksheet for each unit in the Students Book, * Use the photocopiable Study Skills worksheets to help students understand other aspects of vocabulary, such as spelling rules, silent letters and homonyn Kk, oras the basis of Grammar + Give students time to work through the exereiss in the Help with Grammar sections on their own or in pats This gives students the opportunity to try to work out the grammar rules themselves before checking their answers in the Language Summaries. You can then check students have understood the main points with the whole las, 2s shown the Teaching Notes foreach lesson. + Teach your students useful grammatical terms (eg. past participle, clause, et) when the opportunity arises. This helps students become more independent and allows them to use grammar reference books more ellectvely. + Use diferent colour pens for different parts of speech when ‘writing sentences on the board (for example passive ver forms) to help students se pattems in grammar structures + Ifyou know the students first language, highlight grammatical differences berween theit language and English. This raises their awareness of potential problems if they try to wanslat. Its also useful to highlighe grammatical similarities to show students when structure Jn English is the same as in their own language Pronunciation + Make full use ofthe pronunciation ills on the Class Audion (DsiClass Audio Cassettes, These ills are marked with the pronunciation icon (@) in the Students Book: and give standard Briish native-speakeer models ofthe language being taught. + Point out the stress marks on all new vocabulary in the vocabulary boxes inthe lessons and the Language Summaries. Note that only the main stress in each new word for phrase is shown. For example in the phrase make a living, the main stress on living is shown, but the secondary stress ‘on make is nat. We feel this is the most effective way of encouraging students to stress words and phrases correctly. + Also point out the example sentences in the StuclentS Book before using the pronunciation drills, Note that in the examples of sentences in Grammar or Real World drills, all stresses in the sentences are shown, + When using the recordings of these drills, there are usually sufficient pauses for students to repeat chorally without stopping the recording, Altematively, you can pause the recording and ask each student to re continuing + For variety, model and dill the sentences yourself instead of using the recordings + Point out the stres, linking and weak forms marked in some of the Reconding Scripts (Students Book p143). + Encourage students to listen to the audio component of the CD-ROM/Audio CD on their CD player. This contains Real World drills from each lesson D in the Students Book Helping students with fluency + Make foll use ofthe Help with Fluency sections in the D lessons ofthe Student's Book. These usually focus on phonological aspects of spoken English which have been highlighted in Help with Listening boxes inthe previous lesson or ealier in the course Teaching Tips + While students are practising the conversations in the Help with Fluency sections, encourage them to copy the sentence stress, weak forms and linking as shown in the Recording Scripts (Students Book pl43) + Before students work in pairs, you can drill each sentence of the conversation with the whole class by playing the recording and pausing after each sentence for students to repeat. + Work on fluency at other points in the lesson by asking students to repeat sentences with natural rhythm and stress, Helping students with sounds + Consider teaching your students the phonemic symbols (Student’s Book p159), This allows students to Took up. the pronunciation of words in a dictionary and record difficult pronunciation in their notebooks. 1t is often ‘easier 10 take a ‘ttle and often’ approach to teaching these symbols, rather than trying to teach them all in one lesson, + Encourage students to use the phonemes section of the CD-ROM/Audio CD at home. This will help them to lear the symbols and allow them to practise the sounds. ‘+ Highlight the phonemic transcriptions in the Language Summaries. Note that transcriptions are given only for vocabulary that is particulatly problematic ‘+ White the phonemic transcription for dificult words on the board and ask students to work out the pronunciation. + For sounds students often have problems with (for example 6) you can demonstrate the shape of the mouth and the position ofthe tongue in front of the class (or I need 3 Heaen > Ive heen learning. 4 iehandestin 2 it was Ihanded in 5 Kimvas > Kim’ been 6 Hest Ve met Thistked + Iwas talking 3a) 2.campus 3 graduate 4lecturer 5 scholarship 6 degree 4 1Have 2 didnt 3did «dont sdo 6Do 7 Didnt S didnt 9does 10 was 11 didnt 5 18) meeting b) to meet 2a) to cell) telling 34) drinking) to drink 43) co tlk) taking 553) tobe) being 1 Review e) TR ae inc naasitisaintsscinlill 1D and 1 Review ‘When students are ready, they close their books and dave the conversation again. Encourage them to use natural sentence stress and rhythm. Ask one or two pairs to role-play the conversations for the class, @ rsdens in new pas, Allow pa a mint oF 0 howe two ex fom the lt osc, Aerated, they can choose their own ideas. Stadens discuss the two Wen they have chosen in thee pais Encourage students to se the short questions from Foe ech conversation going You can ak students to keep each conversation going fortwo or three minates Finally ask afew pats el the ass what they ako aout [EXTRA PRACTICE AND HOMEWORK ‘1 Review $B p13 CD-ROM Lesson 1D Workbook Lesson 1D p9 Workbook Reading and Writing Portfolio 1 p64 Progress Test 1 p200 iene + Progress Portfolio boxes encourage students to reflect on what they have leamed and help them decide which areas they need to study again ‘© Note thatthe Ian communicative competences as set out in the Common European Framework of Reference for Languages (CEF) for level 82. For more information on the CER see p13. a) Students work through the list of Tear... statements ‘on their own and tick the things they feel they can do. They can refer to Language Summary 1 if they wish Students can also work in pairs or groups and compare which statements they have ticked statements reflect b) Students work on their own or in pairs/groups and decide which areas they need wo study again. Encourage students to use the CD-ROM/Audlo CD lessons 1A-D to help them improve in these areas. For more information on the CD-ROM/Audio CD, see p10. “There is also further practice on all key language taught in the Students Book in the face2tace Upper Intermediate Workbook. 2 Time for a change Student's Book p14-p21 2A QUICK REVIEW This activity reviews ways of keeping a conversation going. ‘Students do the activity in pairs. Ask students to tell the class about any interesting things that their partner did last weekend. Reading, Listening and Grammar ) Focus stuclents on part ofa web page on health Students do the exercise on thelr owe, b) Students compare answers in pairs, then check on SB p159. Check answers with the class. 125% 250% 333% 470% ©) Ask students ia similar survey in their country? countries would produce the same results. Encourage students to give reasons for thei eas, I appropriate, ‘you can also ask students for their own reaction to the information on the web page Begin the class by putting students into pairs and asking them to decide ifthe food stems in the photo are good or bad for you. Ask students to share their ideas with the class, © 2) Foc sadn on the potas of Casy and Ted Ask Students ho they ik eae Preach okies (American English fr sls), acoie Jar bee someting and matron uo! Aco pent tat mm eA Engh or mar Stans dhe ccs on lc ra rps ) Check stulents understand a high/low fat diet, a heart attack, a food label and the fat conten of a product. GD Play the recording (SB p14). Students listen, check their answers to 2a) and tick the sentences when they hear them, Check answers with the class. Cassy says sentences 1-3, Ted says sentences 4-6. ©) Give students time to read questions 1-6, then play the recording again, Students listen and answer the questions. A) Students check answers in paits. Check answers with the cas. Ask students whether their attitude to food is more like Cassy or Teds. It’s bad for you! Vocabulary expressing frequency Grammar present and past habits, repeated actions and states Review keeping a conversation going: present and past verb forms 4 The French cata high fat dict and they have fewer heart attacks than people in America. 2 No, it hasn'. 3 Cassy. 4 Yes, he does. 5 To see what the fat content is 6 Japanese people have far fewer heart attacks than. [Americans because they have a very low fat diet. Help with Grammar © 2-0 Bcic a few examples of state verbs from the class (be ie, sa, ee) Students do the exerises on their om or in pais, then check thet answers in (XD SB p16. Check answers with the cls. © a) We use the Present Simple to tall about present habits, repeated actions and states. © We often use the Present Continuons with alvays to talk about present habits and repeated actions that annoy us or happen more that usta. We can use-will + infinitive to talk about repeated and typical behaviour in the present. We don’ usually use this verb form with state verbs for this meaning, b) Sentence 1 talks about repeated and typical behaviour. Sentence 2 talks about a future action. This use of will + infinitive total about repeated and typical behaviour in the present often ‘confuses students. While itis imporant that students recognise this use, you may want to discourage them from using it too often themselves, Highlight that when we want to show criticism, swe stress the uncontracted form of will: He will leave the door open all the etn! ©) We use the Past Simple and used to + infinitive co talk about past habits, repeated actions and states, We can use would + infinitive o tlk about past hhabits and repeated actions. We don’ usually use this verb form with state verbs, nt that we usually make megative sentences 19 with didn’ + use to + infinitive: 1 dit use to lke vegetables, ‘© Also highlight that we make questions with (question word) + did + subject + use w+ infinitive: Where did you use to live? ‘© Go through the TIPS! in the PAST HABITS, REPEATED ACTIONS AND STATES section in 3B SB p17 with the class, @ suxcems do the exercise on their own, Before they begin, check students understand that both verb fom are possible in some of the sentences. Also tll students not to worry about the words in hold at this stage students compare answers in pits, giving reasons for their choices. Check answers withthe class 1 [felt 2 ir used to be 3 they’re always changing 4 L wolk/ITL walk; go 5 1 eavTl eat; Iinow 6 L always worry/'m always worrying 7/1 ted 8 didn't use to ike © 2) Fee swenson tne photo dprns, Gene ard Kah Beit th carci in Aa een tad he chy Bsr pte thy sat lg Be prec bon veto vory sc ps Me ke seg As cxsong tka ee thety een sms whe pose rates hn jth Preset Sop and Ps inp b) Students compare answers in pairs. Check answers, with the class. 2lived/used to live 3 moved 4 had/used to have 5 stayed/used to stay/d stay 6 didn't have/didn't use t9 have 7always go on/m always going on a were/used to be 9 hought/nsed to buy/d buy 40 never ate/never used to eat/would never eat ‘have 12 gol go 13 atl eat 14 go/ll go 438 drivefll drive 16love 17 think 18 always tells’ isalways telling Vocabulary Expressing frequency a) i Elicit some wordyphrases that express frequency from the class (always, sometimes, harily ever, never, every ‘week, once a month, et.) and write them on the board. Focus students on the wordl/phrases in bold in 4 and 52). Use the examples frequently and rarely to show that the swordsphrases in bold express either higher of lower frequency. Students do the exercise on their own, then check their answers in @2XB SB pll6. ‘Cheek answers with the class. Note that only the main sess in words/phrases is shown in the Language Summaries, Point out that we can also say most momings/days/ weekends, et. 2A Also highlight that frequently is less common than its synonym often, and rarely/seldom are less common than their synonym hardly ever. Frequently, rarely and seldom are also more formal and can sometimes sound unnatural in spoken English. While itis important that students recognise these words, you may want to discourage them from using them too often when speaking. Go though the word order section in (ZAP SB p116 with the class or ask them to study this for homework. Model and drill the words/phrases, highlighting the pronunciation of rarely reali and occasionally Ja'kersonali lower frequency rarely; occasionally; seldom; every so often; once in a while; every now and again higher frequency frequently; more often than not; ‘most weeks; most ofthe time 1) Students do the exercise on their own, €) Students do the exercise in pairs Ask each pair to tel the class one or two things they found out about their partner oe Cee Focus students on the prompss. Check students understand taste in musicfms/TV programmes (dhe music, films or TV programmes that you like), Students do the exercise on their own. Before they begin, remind students to make notes, mot write | complete sentences. you have a las of der students, you can ask them to make notes on the dlferences between their lives now and ten years 260, |. if they prefer. © 2) siden do te atvty in groups, using their motes fom Encourage students tose a vary of | forms rom 3 inthe dscsion, rahe than st the | Present Simple and Past Simple. While they are | working, monitor and help with any problems. b) Finally, ask each group to tll the class about the person whose life has changed the most — EAHA «+ For homework, ask scents to write a paragraph comparing their lives now to their lives five ‘years ago EXTRA PRACTICE AND HOMEWORK Class Activity 2A Nightmare neighbours p134 (Instructions p117) 2 Review Exercises 1 and 2 SB p21 ‘CD-ROM Lesson 24 Workbook Lesson 24 p10 (2B) Life’s different here QUICK REVIEW eee This activity reviews ways of expressing present and past habits. Students do the first part of the activity on their ‘own. Encourage them to use used to, would o will + infinitive and the Present Continuous with always where possible, Put students into pairs to complete the activity. ‘Ask pairs to te the class about any friends they have that are similar. Vocabulary Feelings and opinions @ ®) susdents do the exercise om their own or in pais, then check their answers in (223 SB p16. Check answers with the class. Point out that the prepositions in bold inthe Language Summary are the ‘most common for these adjectives, but we can also use the other prepositions in brackets. Also check students understand the meaning ofall the adjectives, particularly the new words/phrases shocked impressed, aware, fond of and sick of Point out that we must use the preposition with fond of and sick of for these meanings, but thatthe other adjectives can be used without a preposition: J was absolutely terrified. Highlight that we can often use by after adjectives that end ined because they have a passive meaning Remind students that prepositions are followed by @ noun, 4 pronoun or verbing Model and drill the adjectives with their prepositions highlighting the pronunciation of the -ed endings of the first seven adjectives, Point out that -e is pronounced as an extra syllable td in fascinated fesmneitid, excited ‘ak'sattud and disappointed i dso! pointid! because it follows a// sound, but as a/t/ sound in shocked ifokt! ‘and impressed /im'prest/, and as a fd’ sound in terrified ‘ertfard/ and satisfied setisfad 2by Sabout 4 with Shy Gin 7 by Bof 9for 10 of T1about 12 of b) Students do the exercise on their own, ©) Students do the aetivity in pais. Ask students to share any interesting information with the class, 4 Wrive the fist six adjectives in 1) on the board and elicit the -ing adjectives andthe verbs for each one (terrifying. terrify ascnaring, fascinate; exiting. excite, satisfying, satisfy shocking, shock: sisappointing,dsappoin). Also point out that we say something i impressive not pressing, and that the verb is impress, Vocabulary feelings and opinions Grammar be used to, get used to Review present and past habits Reading and Grammar © 4) Focus sudemis on the photo. Ask them which city they think itis, giving reasons for thetr ideas (Mexico Ciy), b) Be prepared with definitions, examples, ete. to pre-teach the vocabulary in the box or bring in a set of dictionaries for stuclents to check the meanings themselves Model and drill the words/phrases, highlighting the pronunciation of foreign /Tortn/, tortilla 9! and pedestrian ipr'destrian/ 0} Students do the exercise on their own, You can set atime limit of two or three minutes to encourage students to read for gist. Check the answer with the class (the traffic) © ® swudents do the exercise om their own, then check answers in pais. Check answers with the clas. ®) He’ a foreign correspondent in Mexico City. 5) The rush hour lasts all day, from 7 a.m, to 11 p.m, «) He’ really impressed with the way Mexicans drive 4) He leamed to ignore traffic lights. «) Cars drive so close to each other that you ean get a Mexican tontilla between one car and another. f) Walking in the city s more dangerous than driving and crossing the road is very difficult ‘b) Students discuss the questions in groups. Ask each group to share interesting ideas and experienced with the class, You can algo discuss students’ opinions of the traffic in the town or city where you are now. Help with Grammar )-f) Students do the exercises on their own or in pairs, then check their answers in (E29 SB p17 Check answers with the clas. © a) 1¥6s, he did. 2 No, itisnt, © B) Weuse be used co to tlle about things that ate familiar and no longer strange or difficult for us (phrase I in the article) We use get used to to talk about things that become familiar, less strange or less difficult over period of time (phrase 2). ‘fmecessary, focus students on the pictures in SR pI17 to check they understand the ‘meaning of be used to © Check students understand that be used to refers toa state, whereas get used fo refers to something that is changing. © Point out that we can say be accustomed to instead of bbe used to, but this is more formal an less common: (Mr Jenkins wes accustomed to warhing alone. © ©) Alter be used to and get used to we use verbsing (Phrases 5 and 6 in the article). ‘© After be used to and get used to we can use a noun. ora pronoun (phrases 3 and 4) © d) 6)2.45 ait oo 13 © Use the examples to highlight that we can use De used to and get used to in any verb form, ‘© Also point out that the form of used to in befget used to doesn't change in questions or negatives: She isnt sed to it. not Shersetuseto‘ ‘© ©) Insentence 1, the speaker lived in Mexico City ‘in the past, but he/she doesnt live there now. In sentence 2, the speaker lives in Mexico City now and has probably lived there for some rime. When he/she started living there, life was probably strange or dificult, but now ie isn. @ Vse the example to highlight che pronunciation of ‘sed to /justa/ andthe sentence ses. (2B Play the recording ($B p14), Students listen and practise, Check students copy the stress correct You can also ask students to tum to R2.2, SB p44. They can then follaw the stress as they listen and practise. a) Focus students on the photos on SB pl. Tell students that Marcus and Erin ae also foreign correspondents and elicit where they are living at the moment (Japan and. Iceland. Students do the exercise on their own, K REVIEW activity reviews adjectives to describe feelings and ions. Students do the fist part of the activity on their Tall students to check which prepositions they should swith the adjectives in (23 SB p16 if necessary Put Into pairs to complete the activity. Ask students any interesting information with the class. Beading and Vocabulary Seudents discuss the questions in pairs Ask students to tell the class how they remember appointments, birthdays, ete. and find out how many students usually do everything they plan to do each dy. ic) Managing my time ———— a ee 2B and 2c b) Students compare answers in atts and decide who said each sentence, Marcus or Erin, Check answers with the class. 11'm not used to/haventt got used to; Marcus 2 get used {o; Marcus 3m not used cofhaventt got used to; Erin 4 get used to; Marcus 5'm used tofvas used to/ve been used to; Erin 6 'm used to/ve got used to; Marcus 1) Students do the exercise on their own, @ 1) Students work in pairs and take tums to say the sentences to each other. Students then decide ifany of their sentences are the same. [Ask each pair to share interesting sentences with the class Get ready ... Get it right! §) students do the exercise on their own. Tall students to ‘write short phrases (commuting to work, speaking in public, etc), not complete sentences. Make sure students, dont write the answers in the same order as the prompts. a) Students work in pais and swap papers, Students take turns to ask questions about the things written on their partner’ paper Ave yet used to comming to work? etc) | Encourage stents to ask follow-up questions if possible. b) Finally, ask students to tell the class two interesting, things they found out about their partner, EXTRA PRACTICE AND HOMEWORK EBB) Vocabulary Plus 2 Phrases with get p177 (Instructions p173) 2 Review Exercises 3 and 4 SB p21 CD-ROM Lesson 28, Workbook Lesson 28 p11 Vocabulary word building (1): suffixes Skills Reading: Timely tips; Listening: Saving time Help with Listening linking (1):consonant-vowel links; inking /t/ sounds Review feelings and opinions © ®) be prepared with definitions examples, et. to pre-each the vocabulary in the box, or bring in set of dictionaries for students to check the meanings themselves Use the nouns a priority and an interruption to teach the verbs prioritise and interrupt, and point out that dread is verb and an uncountable noun. Also check students remember deadline Model and drill the words, highlighting the pronunciation of priority /prar'oruti/ and prioritise /prat'oritarz. 2c bb) Focus students on the article and tel the class that it offers advice about how to manage your time efficiently Students do the exercise on their own, Check answers ‘with the class 1)6 c}4 @)2 0)5 98 BO HS NT €) Students do the exercise on their own, then compare answers in pairs. Check answers with the class. Ask students to justify their answers by referring back to the article 1 Write to do’ list. 2 Use colours, numbers or letters fon your list to signal which things are the most urgent ‘or important. 3 Time yourself doing routine tasks, 4 Say no. 5 Make ‘holes’ in it by breaking it into smaller tasks. ) Students discuss the questions in groups. Ask each group to share their ideas with the class, You can ask the class to decide which they think is the most useful tip in the arti, Help with Vocabulary a)nd) Students do the exercises on their own or in pairs, then check their answers in (EQ SB p16. Check answers with the class, +) 1 preferably 2 decide 3 originally ‘realistically 5 convinced 6 responsible 7 weakness 8 improvement 9 critical 10 recognise * Check the meaning of any words students don't understand, Highlight that conviction in this word famlly means'a strong opinion or belie?’ Ins my personal conviction hat people should look after their parents when they get old. ‘© You cam also teach students a crite. © b) -ly (ADV); ion (N); ive (ADD); -ate (V); ity (N);-al (ADJ); ism (N); “ie (AD) ally (ADV); (AD); ing (AD); sity (N); ible (ADD) (V); ness (N); -ment (ND; -ise CV) © Point out that in British English, many verbs end. with the sulfix ise (criticise, recognise, ete.), but ‘in American English this suffix is spelt ice (criticize, recognize, et). ‘© Also remind students that the verb and the nown are sometimes the same, e.g. plan, tes, need, ru, etc: [plan to 0 to college next year Thats a good plan. © Highlight that if an adjective ends in -¢, we usually replace -e with -ly to make the adverb responsible » responsibly. fan adjective ends in ic, we add -ally 19 make the adverbs realistic » realistically * ©) convince > conviction: weaken > weakness; “iticise + criticism; recognise > recognition a) Tell students thatthe stress often changes in word families. Use the examples to show that the stess on prefer ison the second syllable, but the stress on priference, préferable and prfferably is on the first syllable Play the recording (SB p14). Students listen a practise. Check students copy the sentence stress correc Point out that preference is two sylables, not three, and preferable and preferably are three syllables, not fou. Also elicit from students which syllable is stressed in the other five word families in a) decide, convince, weaken, imprive criticise) which aren’ on the recording. Point that the stress doesnt change in these wor families. b) Students do the exercise in pairs. Remind students to test their partners on all the word families in 3a), not just the ones in which the stress changes. Students work on their own and write six sentences using words from the word families in 3a) about people they knovs Put students into pairs. Students check their partner’ sentences and ask follow-up, questions. Listening Focus students on the photos. Ask students what they think Naney and Jake do (Nancy runs a sandvvich deliv service, Jake isa university student) Remind students of the ‘Timely tips’ ancle on SB pI a focus them on headings a) in 2m 223 Play the recording (SB p44), Students listen and ‘write Nancy or Jake next 10 the headings in 2b) (not on the article). Check answers with the class. Naney talks about tips 1, 4and 7. Jake talks about tips 2, 7 and 8. Both people talk about tp 7, ) Give students time to read sentences 1-6, then play recording again. Students listen, tiek the true sentences and correct the false ones. b) Students compare answers in pais. Check answers with the class AT 21 3F She doesn’t try to make the perfect sandwich (any more). 4F Jake found some of the time management course helpful. SF He likes the ‘dea of multitasking. 6T Help with Listening ‘© This Help with Listening section focuses on consonant-vowel linking and when we use linking i sounds, @) G25) Focus students on words/phrases 1-6, then play the recording. Students listen and notice the linking /t! sounds. Play the recording again if necessary Use these examples to highlight that in British English, ‘when a word ends in -r or re, we only say the /f! sound ‘when the next word begins with a vowel sound, ‘Also point out that in American English, the / sound is always pronounced. Note that differences between British and American accents are dealt with in lesson 8C. b) G2 Play the begining ofthe recording again. ‘Students listen and notice the consonant-vowel links and the linking sounds. Use the examples of consonant-vowel links to highlight that ve usually ink words that end in a consonant Sounel with words that stat with a vowel sound ©) Students do the exercise in pairs. 2 While students are working, copy the paragraph ‘onto the board ready for checking. ) Students look at R2.4, SB p44 and cheek their answers. WM Check answers with the las by eliciting ‘each link and marking it on the board. Play this section cof the recording again if necessary Alter. j 1d started making the sandwiches Pd realise that_{ hadnt got everything I needed for_jall the different fillings. That meant Vd Ihave to spend another ,_hour jin the supermarket or_j.ever.a couple of hours somecimes! ICK REVIEW activity reviews suffies and word families. Students do first part of the activity on their ov, Put students into ‘each pair to tell the class one of thelr word families. Pre-teach strict and point out that the opposite in this context is relaxed. Students discuss the questions in groups. Ask students to share interesting answers with the class. [— EXTRA jx —_—_—__________— | « Begin the class by asking students to think of at [esse hings thei penis made hem do | ‘when they were children and thre things they let them do, Stidents discuss their ideas in groups or swith the whole clas. a) Focus students on the photo. Establish where the people are (ina playground) and what they ae doing {Harriet is playing on the climbing frame and the other people ae having a picnic). 2D 1 see your point - 10 complete the activity Remind students to stress the correctly, Students can check answers in (=) $8 p116. 2C and 2D €) G2 check students are sill ooking at R24, SB pl, then play the whole of Nancy’ part ofthe recording again, Students listen, read and notice the linking. Ook a sede totum 1 $B p11. 4) Pre-teach a perfectionist, « contro freak (someone who tries to make everything happen exactly as he/she wants) and spontaneously. Also check students remember put something off, multitasking ancl punctual Model and drill perfectionist (pa'fekfantst, punctual ‘pagktfual! and spontaneously /spon'terniast Students do the exercise on their own, bb) Students do the exercise in pairs, Encourage students to give reasons for the sentences they ticked, and to find ‘out how many similarities there are between them. ©) Finally, ask each pair to tell the class two things that they have in common, EXTRA PRACTICE AND HONEWORK Class Activity 2c Where's the stress? p135 (astructions 117) EBD study skills 1 Spelling rules: the final -e p190 (Instructions p188) 2 Review Exercise 5 SB p21 CD-ROM Lesson 2 Workbook Lesson 2C p13 Real World discussion language (1): agreeing and disagreeing politely Help with Fluency linking (1): consonant-vowel links; linking /r/ sounds Review word building (1): sufixes b) Use the photo to establish the relationships between the people (James is Jenny’ father, Lily is Liam’ grandmother and Hazel is Harviet mother) BB Give sudenis time to read questions 1-3, then play the recording (SB pl44), Students listen and answer the ‘questions. Students compare answers in pairs. Check answers with the class. Lily 2 Harnet 3 James 6) Students do the exercise in pars d) Play the recording again. Students compare answers in pairs. Check answers with the class, Ask the class whose attitude they agree with most, James’, Hazels or Lily 4 James 2 Hazel 3 james; Lily 4 James; Hazel § Hazel Lily 2D and 2 Review Real World (4Y) Asie students to tum to SB p102 and look at T Complicated. This song was recorded by the Canadian’ on |__ singer val Lavan in 2002 +b) Students do 3a) on their own oi pairs, then check their answers in GERD SB pL17. Check answers o eat ieaneieeiece eee oe eS phrases in bold. Students do the exercise on their own, then check in pais. Check answers with the lass Elicit the infinitive ofthe answers to 46 (fake, yell and act) and point out that these are all regular verbs, Also highlight that cool | call cue and yel ar informal words/phrases © a) 2D 3D 4A 5D 6A 7A aA 9A 70D 114 124 © Cheek students understand that Oh, do-you think so? isa polite way of disagreeing, nov areal question. © Highlight that we ofien follow an agreement phrase with bur to challenge the other person's opinion, 4 cool 2 chill out fol faking Syeling 6 acting a) Use the photo on SB p20 to remind students who James, Hazel and Lily are. Stademts do the exerise om ther own, 2) (FID Play the recording, Stadents listen and mate ) G2 Play the coring (5B p49). Seadenststen ard en sabe toe! check their answers. Chock ansvers withthe class Ask the class which person inthe conversation they age with mos, giving reasons for their ansrers Bb) students compare answers in pairs, Play the reconling again, pausing after each group of three or four lines to check students’ answers 11Do;s0 2 know; that 3 good point 4 might; right 5 can’; 2d) 3b) 4a) 5) 6h) 7e) 8g) Sk) 101) 19)) ran) sec; point 6 sce; mean 7 stl, convinced 8 argue; that 40) 4m) 1s) 469) 175) 8p) 189) 208) 21) 220) tip th Fluency A) tier dy th esse ht Jb) Students compare ideas in pis. Eli ideas from the clas, @» ‘Students tum to R2,7, SB p145. Play the recording again. Students listen, read and notice the She wants her boyfrend to stop trying to be coot consonant-vowel links and the linking ir’ sounds. bby changing the way he behaves and dresses, which is making thetr relationship very complicated. She thinks he should relax and be himself because she likes him the way he is, b) (G Put students into groups of three. Ifyou have extra students, have one or two pairs and ask the stronger student in each pair to take two roles. Suudents practise the conversation in R2.7, SB pl45, taking turns to be James, Hazel or Lily: Encourage students to copy the linking as shown in the Students Book and use natural rhythin EXTRA PRACTICE AND HOMEWORK. Blass Activity 2D The Big Question p136 (Instructions p118) 2 Review SB p21 CD-ROM Lesson 20 Workbook Lesson 20 p14 Workbook Reading and Writing Portfolio 2 p66 Progress Test 2 p202 2») ster do ne exes on ne own, You can ask BER ate nens on hares 2) Sears dacs the sentences in in groups Beebe sorenit usethe wee igeeog ed ges m2) Finally ak ach rou tte te class whi opt thy agreed about mest and hy 2 Review See p20 for ideas on how to use this section, eae Ja) 1.went out 2 ustally wake up/m always waking up See p29 for ideas on how to use this section, 3 used (0 have/had 4 / 5m always losing/always lose 6 / 3a) ‘about 2 with 3 of 4.of 5 in/byswith 6 byAwith 7of Babouvol 9 for 10 by/at 11 of 12 by 5a)-b) See (7) 5B plie. Oo Student's Book p22-p29 A) Honesty QUICK REVIEW 000 This activity eviews ways of agreeing and disagreeing politely. Check students understand designer clothes, ‘graffiti and reality TV. Give students a minute or two to make notes on their opinions of the five topics. Put students into pairs Students discuss each topic in tur. Remind students to use the language in [29 SB p117 in their conversations. Ask students to share ary differences of opinion with the class. Vocabulary Types of crime, criminals and crime verbs, ) Students work on their own and tick the words they Know, then check new words in (END SB p118. Check answers with the clas. Highlight the difference bewween rabbery (stealing money fiom banks), theft (stealing money and things), burglary (stealing from houses and flats) and shoplifting (stealing from a shop while itis open) Check students understand the meaning of she other types of crime. Point out that all these types of crime are uncountable nouns and that robber, thef, burglary mugging, kidnapping and murder ean also be used as countable nouns: There was a wobbery lastnight Model and drill the words, highlighting the pronunciation of burglary ba:aloril fraud itro:d, bribery Mbraibor murder 'masda! and terarism fterortzam! Point out that the stress on all the multisyllable words is on the first syllable (shéplifting, kidnapping, etc) 1) Students do the exercise on their own or in pais, then check answers in (E29 SB p18. 4 While seudents are working, draw a theee-column fable on the board and write the headings crime, criminal and verb atthe top ofeach column. Then write the crimes sn fa) in the first column, Check answers with the class by eliciting the criminal and the verb foreach erime and writing them in the correct

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