@ cranar = Thepassive * Defining and non-defining relative clauses @ VocaBuLaRy ‘Cinema and TV: ection, animation, based on, character, chat show, comedy, aliector, documentary, drama, fl, game show, horrr, romance, scane, scence ction, soap per, studi, thriller 1 Musi’ album, audience, choir, Du, festa, Instrument, ‘musician, orchestra, perform, playlist, pay lv, tock «Word: buildng (nouns): (-ance/ence) intelligence, patience, performance; -r-0r designer, organiser, performer, writer; (-Ist} artist, guitarist, pianist; (ity) ability, charity, creativity, responsibility; (-ment) development; (-ness) Fitness, hoppiness,sodness; tion celebration, location, relaxation; {-ty) beauty, honesty, loyalty; (-ure) culture 1 Wordpower 5c, look at, watch, hear, listen to ® PRONUNCIATION 1 Ausillary verbs n passive sentences + Relative clauses: pausing # Word stress + Showing contrast © communicarion skiuis * Talking about fms andTV * Giving exra information + Recommending and responding to recommendations = Using appropriate phrases for asking someone to wait * iting an article GETTING STARTED OPTIONAL LEAD.IN Books closed. Write this gapped word on the board and ask students to guess the letters to find the word, Tell students that itis something we all need in our free time. __£__Al__E__(ENTERTAINMENT} When they have guessed the word, put them into pairs. and ask them to write down as many diferent types of entertainments they can in two minutes, Take feedback and see which pair has found the most. 2 C2 Tell students to look at the photo and the ttle ‘of the nit, Enertainment. If necessary, explain what entertainment means (music, films, theatre, et.). Pre-teach 126 UNIT9 Entertainment www.fren| passers-by (people who are going past a particular place). Give students one minute to think about their answers to the questions before talking about the photo asa class, You may also wish to teach the words entertainer (Gomeone who entertains people for money), performer Gomeone who sings, dances, acts or plays a musical instrument) and the adjective live /laiv/ (not recorded). b ABEIA Play the recording for students to listen and check their answers. Audioscript G& CULTURE NOTE The photograph shows a band called the xylopholks performing nthe Times Square subway station in New ‘York. The band dresses in fury animal costumes and plays imusle from the 1920s ona range of instruments, but always featuring axylophone (pronounced ) i: °W Discuss the questions asa class dC Put students into small groups to discuss the questions for a few minutes. Take feedback as a class. Ak a few students to tell the class which they like best and why. Possible answers might include buskers (people who play music or sing in public so that other people will give them money), hia tues (people who dress up and stay very still for long periods of ime), jugglers, fire-eaters, clowns, etc Q EXTRAACTIVITY Put students int pais or small groups and ask them to write a short music quiz. They should write three multiple-choice questions, each with a choice of three answers. When they have finished, ask them to swap their quizzes with another pair or group to answer. Take feedback asa class and allow pais toask the rest ofthe group their questions.TRUSS TR OTE OPTIONAL LEAD-IN ut students into pairs or small groups. Assign Aand B roles. Ask Student Ato write down as many kinds of TV programmesin the time limit as they can, eg. reality 7V show, cartoons, news. Ask Student B to write down as many different kinds of films as they can in the time limit, eg thier, comedy. allow tw or three minutes, then stop the students and take feedback. Put their answers on the board to.check against when they do the exercises in 1b. EXVOCABULARY cinema and TV 4 2W Pat students into small groups to discuss the questions. If your cigs is made up of stdlents from Aliferent countries, tell them not to worry if they cat translate a'TV show's name into English: they can just describe what kind of show itis. Nominate afew students to report back on what programmes the group talked about. b D CXMB students do the exercises in Vocabulary Focus 94 on $B p.160. Individually, students do Exercises a and b. Play the recordings for students to check their answers, Students make notes individually in Exercise . Put students into pairs to do Exercise d. Tell students to go back to $8 p.104 yswers (Vocabulary Focus 9A SB p.160) Q exrRaacTIvITY. \Wite the following pais of words on the board 1 action arama (same) animation - science Retion (same) documentary ~ comedy (afferent) game show ~chat show (same) 2 a 4 5 thrller- horror (sar Asks the stress pattern in each pair of words the same or diferent? Put students ino pairs to say the pairs of words aloud and decide. FALISTENING 4 QW Tell students to ook atthe film posters. Ask: Have you seen any of these films? Did you like them? Why/Why not? Give students time to read the two questions and check that everyone understands the difference between CGI (computer-generated images) and special effects (amore general word used to describe images that are created to look real but ren’, e.g by the use of equipment and clever camera worl), Put students into Dir to look atthe posters and discuss the questions. Take feedback as a class. aa eA eRe ed + use a lexical set to describe films and TV programmes coer Be een ts Coenen cee Tce Peay Dee nd etic) Sere oe b (2X Give students time to read through the information about The Big View and discuss the question in small ‘groups. Take feedback as a class about what different points of view there might be on CGI. ¢ QR Play the recording for students to listen and answer the question. Check answers as a cass Answers Audioscript FLUE Nick,Stimetotalkabout —-morethannecessary. Take cinema flan ek 0%, ® iolanwho made te Batman fle? And Inceptiont He uses loads of Yeah the things, thavea it (ofa problem mth fms these aye wats that Wels'm getinga bits and ted ofall the Cl. You inom, I goto watcha drama,oran acon fm —and Just doesnt lookrea. tthe rectont They Justseemta focusso much on ool spertaleffects they forget and tuming? about thastory Thinkabaut Ww Ohyes, do, classic films tke Cosobfanca, «Well that wasnt dane with ‘Thay had absolutely no special special fects, They made effects Just good storeeling, room that actallymoved gpodicharacters, good acting’ around, LeonaroDiCaprio and WW ButEll even Cazabionce Joseph Gordon-Levitt hadto Yes, butheonkyuses than vihen herealy has to. When he was making ncepton he filmed Insicalfarent countries to get the dfeent scenes he readed nd remember that ght scene Inthe room that was ming has special eficts You know fightinit. thasesceneswheretheyre mow, didnt know that ctiving through thestreets Impress, ight? cofPars—well thatwasr't _w_OK, yes, that clever. But Pare Itwas al fled ina stualo In calforna thrkcot lea fantaste tol for drectos Nowadays wecan tel stoves ‘hat wouldn’thave been passiblesnyears ga, The Hobbit The eof even Stor Wars. You couldn't make any of them withoutspecial fects Butstil.l realy think pedal fiers are used so much thir thatustshows that ood rectors can hava gacd actors and a good story and they can ‘also use modem technology nd whan thatechnalogyls used wth Imagination and caatviy the results can be arazing Realy spectacular. (©EM Play the recording agin for students to listen and decide which sentences are tr. Encourage students to justify their answers as far as possible. Anowers UNIT9 Entertainment 127¢ AD Give students time to think about their answers to the questions. Put them into small groups to discuss their ideas. Take feedback as a class. EAREADING 2 2B Tell students to look at the two film posters and put them into pairs to discuss the questions. Take feedback asa class Give students two minutes to read the article to find out the writer’s overall opinion. They then compare answers in pairs. Answer There sem tional arated fms hard wl always more Impressive ad fun to watc © Give students five minutes to sean the article and ‘complete the task. Check answers as a class. You may ‘wish to explain the word frame (one of the single pictures that together forms an animated film). Answers then han S00, 000 werkedon TheP 2s wereused tornake Sow helust four seconds of screen t024t et mouths used during fling the Se ow White and the Seven exrRAactiviTy To-explot the article further, ask students to find words/ phrasesin the article which mean: 1 pleasont and attractive (charming) 2 grand ond dificult (ambitious) 2. extreme care (great attention to detail) 4 something you admire becouse itis special or important (impressive) d C® You may wish to write a list of animated films on the board fist. Ask students to ist films they have seen ‘or know about. Put students into small groups to discuss the questions. Take feedback asa class EAGRAMMAR The passive @ Go through the rule as a class. Individually, students decide whether the underlined phrases are passive ot not. Check answers as a class. | Answers A QA GP 4P 5A b @BEM Pronunciation Play the recording for students to notice the pronunciation of be. erp bosrt st sed ¢ QM Play the recording again, Put students into pairs to practise saying the passive sentences in 4a. 128 UNITS Entertainment www frenglish.ru _Pat students into pairs to go through the rules. Check answers as a class. © corer! Students at this level make errors with both the form and use ‘ofthe passive With the present simple and past simple passive, students ae likely to omit the auxiliary verb be or make agreement errors, e.g ifthe children giver present (Correct for the children are given...) or Fhedetterweresent yesterday (Conrect form = The eter was sent...) Students may overuse the past simple and present perfect Passive where the active is required, og, Fhesiteationwas changedastyer (Correct form= The situation changed...) or Wehove been thoughtitwascrgoodidea. (Correct frm We thought...) Students are also likely to make errors with future passives, using would instead of will, e.g. Fheresuits would announced tomorrow (Correct form = The results willbe announced...) ‘or using the active form Instead, eg witsend teres tternoon (Correct form = itwill be sent you this aternoon}. ¢ D @XBaM students read the information in Grammar Focus 9A on SB p.148. Play the recording where indicated and ask students to listen and repeat. Students then do the exercises. Check answers asa class, making sure students are using the most appropriate pasive forms Tall students to go back to $B p.106. Answers (Grammar Focus 9A SB p.149) eat you wear that hat ‘createdby a computer progam, ang lacked ater my pare was offer £1000 formy patting was bang epaied atthe ima 3 Thewerk wor'tbe fish 4 Isthe fm being mace nb Wirite these two sentences on the board and ask concept. questions to check students’ understanding of the passiy ‘The new fim was made in Wales. Ask: Do we know wiho made the m2 (no) is itimportant? (no) Whatis most important ‘about the sentence? (Wales - the place it was filmed in) The writer ofthe fms being interviewed on TV at the ‘moment. Ask: Do we know whos interviewing the writer? {no} Can we guess? (yes - a presenterfinterviewer} Ist ‘important? (no) Whatis most important about the sentence? {the interview)www frenglish.ru £ DCW Tell students that they are going to prepare a film quiz. They have all the information they need, including answers in brackets. Divide the class into two {groups and assign A and B roles. Student Bs turn to SB .190. Give them time to read through the questions and to complete the gaps withthe coerect passive form of the verbs in brackets. Monitor and help as necessary. In pairs, students take turns to ask their questions. Their ppartner should try and guess the answer to the question (Given in brackets at the end of each question). exrraactvry Student create their own fim quizes for each other, using the following verbs and their own ideas: wos filmed is bosed «on, has been made, wil be fimed, was banned is gong to be Tall students that they are going to talk about a film or ‘TV show they like. Give students five minutes to read the questions and make notes on their answers, Monitor ‘and help with vocabulary as necessary, 'b Give students time to think of their reasons, If necessary, tell them to think ofthe music, the actors the special effects, the plot (or story), the characters, the presenter, ete ¢ QW Pat students into sonal groups and make are they know what they need todo. Each stadent should try to talk about their favourite fim ot TV show for atleast, fone mimite, When each person finishes speaking, the ‘others inthe group should give thei response. Monitor to check that stents ae using language from this lesson appropriately. Q FAST FINISHERS Ask fast finishers to think of another film or TV show and to make notes using the questions in 5a, “© Workbook 9A + hotocopiable actives: Grammar. 264, Vocabulary P70, Pronunciation p79 UNIT9 Entertainment 129PRO melas CHE Let ALL OPTIONAL LEAD-IN Books closed, Write this word snake onthe board xdrum agsiBu Ayres Put students into pairs and give them one minute to find eight musical instruments, two sounds that people make and one other word related to sound. Check answers as 2 class, explaining any words that need clarifying. = musical instruments: trumpet, drum, flute, violin Keyboard, piano, guitar, cello sounds that people make: singing, whistling other word: silence ‘Ask: Which sounds do you like? Which don't you lke? Put students into small groups to discuss the questions. Take feedbackas aclass. EXVOCABULARY Music a (2B Put students into pairs or small groups to talk about what’s happening in the photos, using as many Of the words in the box as they can. Encourage them to ask each other what any new words mean before checking in a dictionary. Take feedback as a class and ask different students to talk about what they can see in ‘each photo, Make sure students can pronounce choir 'kwata/, orchestra ':kr-stro/, audience /'s:.ans/ and !21)n/ correctly b © Play the recording for students to identify the Kind of music being played. Check answers as a clas. Answers ¢ QW oive students ime to read the questions and make sure they understand all the words in bold, Ask Which word means ‘a recorded song or pec of music? (a track) What i personal colectin of rack? a plays), Pat stiles imo smal groupe to discuss the questions, Take feedback a las. 130 UNIT9 Entertainment Pa ae eR Secs + use a lexical set about music correctly understand people talking about experiences Repeats use defining and non-defining relative clauses eg understand an article about different music festivals form nouns based on a set of noun endings talk about an experience which involved music FALISTENING 4 QW Put stents int pies and give then one oF two times to male ists Suggested answers bb C2 Put pairs with other pars to compare ther ists and answer the questions. If stents don't have many ideas, Ini longer list on the boned asa class. ¢ GERM Play the recording for students to listen and ‘match the people with the photos. Answers Audioscript vue el, ry music experience sort of started hen was sever It was my grandmother who stared It she gave me aCDof samba music. oved the rtytims. played constantly. My mur says was aways dancing toe Samba musics Baailan musle with can rhythms ands very loud very energete Eventually, eles | wanted 1 play the musle notustsen to, so saver up and bought chum itwas an otabaque... fs drum you pay with your hands. | tag mysalfo play And thls yea, played ny frst streetcamval We werenlaying nthe street, and peaplearound us were dancing and twas ikem whale body was pert ofthe thythm. Iwas incredible, the besthing! ve ver donel Sono "ve decided that went bea music teacher J Yeah, wal, myrusie esperience was gongto the oper. Was traeling through aly with a group from univers We got to Verona ad there was this opera fesval on. wasn realy intersted In opera, butmy ends persuaded me to go. To be honest twas bitborng at fist But then started gt dark. Iwas dea night and yeu could see thestars | wa siting next to one ofthe people who was ny group, Laura, and tas You know, roman, ating unde the sas stenng to this amazing music. And, wal weve ben together eversinca! We even went ack a Verona for our hhaneymoon. Although wedi gota the opel ‘Buca Mend Mark was living Budapest, n Hungary, andl went tovisithim. Markknew alatof places inthe cy and hetoskmeto anoldboston the ar, where you can hax bands practising, The atmospherewas peat its thelndof place mhereyou couldsitand chatallnight. Anyway, hisand was amazing, They were paying, folk muse om Trarsyvania.Iparteulaty remember the Wolist "aver forget the warhead ~ 20 fs, but 0 laced. Sa there | as, Inthe midloof a freczng, lyre, Itening tots amazing ‘music And I realised tis is where want tobe. Sa few months late quit mylob, and Markhelped re el ajab mn Budapest. and stayed therefor nearly LO yearsd @MBM Play the recording again for students to listen and make notes. Suggested answers Whatsortof | Wherewas the | How didit rmusicdo they | event? ‘change hisfher| talk about? verons,italy | peoplein tis Budapest jungary ¢ C2 Put students into small groups to discuss the question. Take feedback as a class. GRAMMAR Defining and non-defining relative clauses @ Individually, students circle the noun phrases. They then: compare answers in pairs. Check answers a a class. Ask: fre the rare clauses in these sentences dein or ror defining? (defining ~ they give identifying information about the noun). Answers, my gandimoth b Put students into pairs to study the two sentences and underline the correct answer in the rule. Cheek the answer asa class. If students need extra support, you ‘may wish to write the following sentences on the board ‘and underline the subjects to highlight their relationship to the verbs: ‘You play the drum with your hands. -> 1’. drum you play with your hands. The rhythm gts right inside you. > Ie’ arth that/ which ges right inside you Answer dont ned tc © are Wher using defining relative clauses, students at this level often choose the wrong relative pronoun, using what instead of that/which, e.g. Hereisthe information what you asked or (Correct form = the information that/which...| and which instead of who for people, eg. tstheresomeonewhichcam ep? (Correct form = someone who...) ‘The most frequent error with non-defining relative clausesis the omission ofthe comma, e.g. WestoyecatthePalaceHotet “hichistight nett to the beach (Correct form = the Palace Hotel, whichis...) This might be because students have difficulty distinguishing between defining and non-defining relative clauses. Students also tend to use that and sometimes whatinstead ‘of whichin non-defining relative clauses, eg. Hinetipwent thin dayiopeattencetcect enemas ao which hod always dreamed of.) www frenglish.ru ¢ © Pronunciation Play the recording for students to notice pausing in the sentences. Check the answer as a clase. Point out thatthe comma in the written sentence matches the pause in the spoken sentence | Answer dD @RBM students read the information in Grammar Focus 9B on SB p.148. Play the recording where indicated and ask students to listen and repeat. Students then do the exercises. Check answers as a dass, making sure students are sing the correct relative causes. Tel students to go back to $B p.108. Answers (Grammar Focus 9B SB p.149) a 2 3 which 4 when 5 which 6 who > who te awallunoun operasiiger and 3. We'e going to Cuba, where mambo musiccomes far uryFestval whi Ismostfamousas.a music est nd chu prt esi 6 Thebestday ofthe eth rework cep. © 2 Thats the 5 \vegota cDyou'tl 6 What cldyou thi 8 Thesongutich Saxby 4axby kes you wart a dance Give students the beginnings of sentences to elicit relative clauses. I'your group is strong, give these orally ifthe group is weaker, write them on the board. Nominate diferent students to finish the sentences, Note that there are no correct answers and the clauses can be finished in many ways. 1 That's therestourant where... 2 May 10th is when 3 The shop assistant who... 4 | particularly like chicken which... 5 Itwas my father who... 6 J bought a CD which.. ¢ C2 Read through the example with the class. Put students into pais to play the game. Monitor and listen for correct usage of the target language from this lesson. Q FAST FINISHERS ‘Ask fast finishers to work in pairs and define more nouns. from the lesson. UNIT9 Entertainment 131TAREADING AND VOCABULARY Word-building (nouns) 2 CB Pat students into pairs or small groups to discuss the questions. Take feedback as a class. Give students up to five minutes to read the article and choose which of the three festivals they'd like to _g0 to most. Pat them into small groups to compare their choices. Take feedback as a class and encourage students to justify their opinions. € Give students five minutes to read the article again and ‘match the comments with the festivals. Point out that they need to read each part of the article carefully to find information that supports each comment. Students ‘compare answers in pairs. Check answers asa class Answers Put students into pairs to complete the table. Check answers asa class and write them on the board. Gircle the endings (suffixes) on the ends of the nouns: ist, 0, -tion, ity, -ure, ment, -ness,-ian, ver and -anece. Point out that these are common noun endings. Answers (PT) LANGUAGE noTe Prefixes, which appear atthe beginning of words, change the meaning ofthe word they are attached to, eg. un-and mean not (e.g. unhappy, leg), Suffixes, which appear atthe end of words, often indicate word clas, eg, many adverbs end ini (eg slowly) and ate and -ise are common verb endings (e.g. celebrate, organise. In this lesson, the focus fon typical noun endings (is, -tion, ete) It’s useful tobe able to recognise what part af speech an unknown word i when trying to deduce its meaning from context Some noun endings tke, ness -tyand-ment are typical in abstract nouns, eg. nouns connected with ideas and values (e.g becuty, charity), feelings (happiness), personal qualities (creadvity) and processes (development) ¢ @HEM Pronunciation Play the recording for students to listen and notice the stress patterns. Answers f © Play the recording again. Put students into pairs to practise saying the words. 132. UNIT9 Entertainment www frenglish.ru & In pairs, students complete the pairs of words. Check answers asa class. Answers h (2B students read the task and think about their answers. Put them into pairs to share their opinions. Take feedback as a class. EASPEAKING a Tell students that they are going to talk for about one ‘minute on an interesting of exciting musical experience. Give students five minutes to read the task and prepare what they want to say. Monitor as students make notes. Help with vocabulary as necessary. b CQ Put students into small groups and encourage each person to try to talk for at least a minute. Remind them that when they're listening to others, they should think of questions to ask atthe end, Monitor for correct usage ofthe language from this lesson. “Take feedback as a cass. Ask: Which musical experience sounded the mos interesting /exitng/romantic? Workbook 38 ' Photocopiable activities: Grammar p.164, Vocabulary p.170, Pronunciation p.179Ema Neue eo Cra Q OPTIONAL LEAD-IN Books closed. Think of (or invent) an evening out you had with friends. Tell the class they must try and guess what you did by asking youre more than 10 questions. Explain that they can only use yes/no questions. Give the class 20 lives and cross one off every time they ask a question, LISTENING 2 2 Put students into pairs to discuss the questions. Take feadback asa class b @IEEM Give students time to read the task then play Part 1 of the video or audio recording. Check the answer asa class. Elicit or explain the meaning of retro in the conversation (similar to styles, fashions, et. from the past) Answer Video and audioseript Part 1) rveneL 8 beeny H), Rachel 1 How areyou? 1 im good, thanks Ustey Tam & ‘andi were thinking aboutgoing 1 Yes butl'm not sue Mark ‘would be intrested What Kind of musiede they pay? ‘Whit kindof music, Tern? res rock, butts iret Thy toseea bard tomorow right. sounc quite 1980s, zo Mark ‘Would you gwsiikata come? shouldlkot Oh thats grestidea hap Tomsaysitevack, uta Bit vweteyouplanningtoseet eto. 805’ musk 1 Well we thoughtabout going to hatlazzchi Intown, They have va music every Friday anditsmesntto be exellent. Waa seo, ljustask Mark, Tube Mark would be Interested, Hehasn'tseen a rock band fer about 10 yeas Walt amomert-askhim, Tom's suggest anes rack Mark, fs Bec. Shewants io _band know Feld het go toajazz MARK Um, yeah! Sounds prod eubtomarrawavening..AB, Lets sory, Becky Mark sayshe's nat Realy? thatheen anjazz How about — M Yash, whirnet? Something Bit pingtotheciassicalmusic diferent festnalattheundersiyits —-m Um, Becky areyoustil there? supposed toberealyeood. Yeah. B Hmm,tmnotabigfanof m Mark saysyes!Sa what te lasscalrnusk tm sureTom de stat? vwuldiielt butrot me Hang on @ moment, Il pass you Hang on, Torn wants ta say ;o Tern Whattimedoss something. start ‘om Why dorttwegoandsee thatlocal band, The Snowmen? ‘Theyreplayng atthe Empl tomorow ardtheyvehad _reatreviens. 1 1 Didyoues what Tom sald? H, Rach itstans at8,soshall ‘we meot outside athalf past eat. Seeyou there (Ch andtel Marto wear someting coc. ¢ @ARM Give students time to read the task then play Part 1 of the video or audio recording again. They ‘compare answers in pairs. Check answers as. class, Ask: What was the last thing Tom said? ‘tell Mark to wear something cool’). Ask: Why do you think he said this? (Probably because he thinks Mark doesn't usually wear cool or fashionable clothes.) ea ee eRe See Peart? stress to show contrast Seren reer Serene eect roma) Answers FAUSEFUL LANGUAGE Recommending and responding a @NBM Point out that the four friends recommended different musical events in the conversation, and the others responded to those recommendations. Play Part 1 ofthe video or audio recording again. Students compare answers in pairs. Check answers asa class. | Answers Put students into pairs to categorise the phrases, heck answers asa clase Point out that we stess meant and supposed to emphasise that we are passing on @ recommendation we've heard or tad about. Model the phrases, Put students nto pairs to practise saying them 2 few times, ¢ Cd Give students time to look at the diagram, then put them into groups of three to have their conversations. Assign A, Band Coles. Encourage them to repeat the conversation a few times, changing roles and replacing, the activities with altemative ideas. Monitor and help as necessary. EXPRONUNCIATION showing contrast 2 QAM Give students time to read the task then play the recording twice. Cheek the answer as a class | Answer b ©lMaM students read the sentences. Play the recording twice for students to decide which words are stressed. Answers and audioseript UNIT9 Entertainment 133Q EXTRAACTIVITY. Point to some things in the room and ask questions that are obviously wrang so that students can practise correcting you eg. Is the window open?-> No, its closed! Isthiskumi's bag? No, its Joe's bag! Encourage students to use stress to make the contrast really cleat. Then put students into pais to say and respond to similar statements about things around the room. ¢ Cia students into pairs to practise saying the questions and replies. Monitor and correc their pronunciation as necessary ‘To practise using stress to show contrast, write these sentences on the board: 1 We saw the flm at thecinemo, 2 Itwas filmed in Londen, 3 Itcame out in March. ‘Then ask these questions and elicit the answers and stressed words in brackets: 41 Did you see the fm on TV? (No, we saw it at the cinema.) 2 Was itfimed in New York? (No, itwas filmed in London.) Did itcome out in June? (No, it came out in March.) EA CONVERSATION SKILLS Asking someone to wait 2 ©REIM Play the recording twice for students to complete the sentences. Check answers as a class by ‘writing the missing words onthe board. Answers and adioscript 1 Rachel Walt ist ask 2 Becky Hang on, Tom wats Put students into pairs to complete the table. Check answers asa clas. Model the phrases so students can practise the pronunciation | Answers © Discuss the question as a class. | ‘Answer 4 QW statents read through the diagram, then put them into pairs to havea conversation. They should have the conversation at least tice so they can take both roles. Monitor and help as necessary. Nominate one or two pairs to perform their conversations forthe class 134 UNIT9 Entertainment www frenglish.ru LISTENING a @ Remind students what Tom said at the end of the conversation about going out (‘tell Mark to wear something cool’). Put students into pairs to look at the pictures and discuss the questions. Take feedback as a class. b GABE Play Part 2 ofthe video or audio recording 50 students can check their ideas. Answers ‘Video Audioseript (Part 2) seen Oh, thorethey ara Tom Whats hewearing? 1 Mark, what are you wearing? bean yg cu jake 8 Iden'tinove Dorityoutkelt PACHEL 00) 1 Er,notrealyl eH. ¢ 2B Put students into pairs or small groups to discuss the questions. Take feedback as a class. Q FAST FINISHERS Ask fast finishers to think of other occasions when people have to think about the right clothes to wear, eg, fr ajo interview, fr college or university, at school, ata party, inthe street, on the beach, et. Ask for examples during feedback. EASPEAKING DW Ask two students to read out the example conversation (in speech bubbles) tothe rest ofthe class. Divide the class into pairs and assign A and B roles. Tell Student Bs to go to SB p.130. Give students time to prepare what they are going to say. Encourage them to think about how to recommend the places and events, using phrases like: It’s meant to be very good. They should also think about how they will respond to suggestions, using phrases like: 'm not a big fan of Give students up to 10 minutes to have conversations. Monitor to check that students are making correct usage of the language from the lesson. Take feedback as a class by asking a few pairs what their final plans are, Q EXTRAACTIVITY In pairs, students have simitar conversations about real places and eventsin the area, Nominate two paltsto perform their conversations forthe class Workbook sc © unitProgress Test © Personalised online practiceSkills for Writing Cea That TT a OPTIONAL LEAD-IN Books closed, Write these words on the board: popcorn, switch off queues, boxset, comvortable, darkness. Ask students which words are about going tothe cinema, watching TV both. Put students into pairs to compare theit ideas, then discuss the answers as class You may wish to point outor elicit that you get queues at the cinema, box sets (several series of one TV show on 2 collection of DVDs) are connected with TV, and you can switch offthe TW Allthe other words depend on people's personal preference, though popcorn and darkness may be strongly associated with the cinema, SPEAKING AND LISTENING a 2B students look at the photos. Ask: What kinds of ‘entertainment can you see? (aa ballet b a musical ¢ a stand-up comedy act d a singer e an orchestra playing Classical music). Ask: Are these events live or recorded? (live), Give students a few minutes in groups or pairs to discuss the questions, then take feedback as a class b QIK Give students time to read the questions, then play the recording, Students compare answers in pairs. Check answers as a cass ‘Andioseript ‘muna | goto fe chats tothe Kary Mest concert. man, cout balay Kanye Westone of heb lggesthip-hop stars for real So Invited my fend Cama and she sald'no thanks! And said "What? reyoucray/? The ticket costs nathrg’Butthen she tals me she does tkelvermusic She'd prefertostay athome-andlistento music onher computer find that very strange because er me, ‘musics something ful of. ult thasingar®fealings, and i'you can watch a singerperform, you can see what they're feding and ‘experiance the music much mare. utara thinks racordad ruste tterbecause you can hear everything more cleat. The qual’ bette, and you der’thave crowds araund yeu, andi’ ust ezser to-nloyit Forme ts more mpertart io seethesong come tle when the singer or band connects wth the audlence. Andthe ather thing! love at he concert is the musi eal loud. yy, Carli vwenftbecoming wth me, ut lots of ther people wil want‘. ‘rau ty ene Anrsnted me ogo tothe Kanye Westconcert nt month. Shemanaged to get hale o two tes tickets - she's ory lucky She aked me toga with he, but sald no She Hinks trust bbemad, saying to Reeticketsl| mean, lweally ke Kanye est anc vegetal his albums, but just don't he gage he concerts, realy pref lstening to musicat home or through hea¢phones Ina concert, singers and musicians always make mistakes, They gt the thythen ait rong pay nots that ae wrong or somthing, And you se, mistakes canbe feedin recording Wel, that’s part off. Th ‘ther thing, but ede ll Anrthis, hate the crowds al th ered eee ren ee ete et Pe Eero oeec ey ees ee ses Seer e eet + write an article about a kind of entertainment they reees ity are usually 0 mary people thatyou can only see the singer on the bigscreen. Sowhat's the point know lots fiends who ill want the ket. It was very nd of Ann, but no © Give students five minutes to make notes on the positive and negative points of live and recorded performances. Remind them of some of the different kinds of citertainmient event there are, including the on¢ photos. d C2 Put students into small groups to discuss the question, Take feedback as a class. GAREADING in the Give students one or two minutes to read the blog and choose the best summary sentence. Check the answer as achass | Answer Give students one or two minutes to read the blog again and answer the questions. They then compare answers in pairs. Check answers asa class, Answers UNIT9 Entertainment 135Q EXTRAACTIVITY Write these adjectives on the board: 1 expensive long uncomfortable sociable funny disappointed Put students into pais to find the words in the blag and what they refer to. Check answers asa class (1 expensive tickets 2long queues 3uncomfortable seats 4 The writer says many people think the cinema isa good chance togooutandbesociable. 5 The annoying couple laughed loudly at things that weren't even funny. 6 The writer was disappointed with a film she watched recently.) ‘Ask: Do you prefer going tothe cinema or watching fms and TVat home? Why? Discuss the question asa class. EAWRITING SKILLS Contrasting ideas; the structure of an article Ask these questions about the blog: Does the writer ke fils? (yes) Does the writer like going out with frends? (es) Does the writer like going ou to the cinema? (no) Tell them to look at the example with however, Ask: What shor word means the same as “however? (but). Give students one ot two minutes to find more examples in the blog, They then compare answers in pairs. Answers Although, Despitethis spite of ie b Give students five minutes to complete the sentences. They then compare answers in pairs. Check answers as a clase Answers igh vail aithoughwile although/while 6 althoughfile 136 UNIT9 Entertainment www frenglish.ru © Give students time to complete the task, Remind them to refer to the rules in 3b if they're not sure about the form, Monitor and help as necessary. Check answers as aclass, 6 d Daspt Tell students to look at paragraphs 2-4 of the blog and complete the task. Check answers as a class Answers @ QW Putstdents into pairs to discuss the questions about the blog. Take feedback asa clas. Answers viata tin har personal experience iy en aed close the blog ina EAWRITING An article a Tell students that they are going to write an article about a kind of entertainment they love or hate. Give them time to read the task and make notes before they start writing, Give students up to 10 minutes to write their notes. Monitor and help as necessary. b C2 Put students into pairs to compare their ideas, © Give students 10 minutes for this planning stage. Monitor and help with vocabulary as necessary. Q FAST FINISHERS Ask as finishers to start writing thei articles, If this leads to thom finishing ealyin the writing phase, ask ther to make notes for another article about one of the other topics they idee write about. teresting weywww frenglish.ru d Give students up to 20 minutes for the writing stage. When all the students have finished, tell them to read ‘each other's articles (at least three, if possible) and to say whether they agree or disagree with the other students’ opinions. Give the class feedback on their written work, focusing ‘on the structure of their articles, and the language of ‘contrast they tsed. Monitor while students are writing, as this isa good ‘opportunity to give individual help where needed. Encourage students to check their work for grammatical accuracy, range cof vocabulary, punctuation and spelling, Help them with this aasyou monitor, by giving them a particular focus depending fon their ability and types of mistakes rather than showing ‘them the errors directly. Bear in mind that weaker students may need more direct advice about what they've done wrong Inotder to benefit most from your help. “Workbook 9D UNIT9 Entertainment 137UNIT 9 Review and extension EXGRAMMAR 4 Pre-teach of elicit compose (to write music) and composer, (Gomeone who writes music). Give students five minutes to read the text and choose the correct words. They then compare answers in pairs. Ask: Which of the films ‘mentioned inthe text have You seen? Can you remember the ‘music? Did you like it? Answers }b Point out that questions 1-3 in this transformation task practise relative clauses and questions 4 and 5 practise the passive. Individually, students complete the sentences. They then compare answers in pairs. Answers extraactivity Draw a simple picture ofa votn and a bow onthe board and label them violin and bow. Then write these prompts onthe board ~It/make /in 1886 =It/ make/ band ~It/ play /a bow ~It/ play / many famous people ~ Tomorrow, it/sall fora lotof money ‘Ask students to use the prompts to make ive sentences about the violin It was made in 1886. was made by hand. It's played witha bow. Ithas been played by many famous people. Tomorrow, it wil be sold for allt of money.) FAVOCABULARY 2. Give stuclents time to read the text and choose the correct words. They then compare answers in pairs. Ask: Has anyone seen the film ‘Les Misérables’? If so, did you like it? Why/Why not? 'b Inpairs, students complete the sentences. Check answers asa class | Answers FAST FINISHERS Give fast finishers a noun ending (ist, -ty,-tion, ty, ure, -ment, ness, an, -,-o, nee, of ance) and ask them to make alist of as many words with that endingas they can 138 UNIT9 Entertainment www frenglish.ru WORDPOWER see, look at, watch, hear, listen to a Pat students into pairs to do the matching task. Check. answers as a class by asking pairs to read out the ‘questions and answers. | Answers Put students into pairs to complete the table. Check, answers as a class. Answers ¢ CW Students choose the correct words. Then check answers as a class. Put students into pairs to discuss the questions. Take feedback as a class, | Answers Q extraactivity Put students into pars Ask them to write the fis ine ofa ‘sory together. Tell them that they mus include an example of one of these verbs: look at), se, watch, hea, stn (). Ifthey need a starting point, give them thisstar: Yesterday ‘evening at 82... Take feedback and nominate some students toread out their stories Take a class vote onthe most original story. © Photocopiable activities: Wordpower p.173 Peasy ‘Students look back through the unit, think about what they ve studied and decide how well they did. Students work on weak areasby using the appropriate sections ofthe Workbook, the Photocopiable activities and the Personalised online practice.