SHOGT‘CQURSE SER )- Clockwise pre-intermediate Teacher’s Book Bruce McGowen & Vic RichardsonRevise and practise question forms in different tenses, + Revise and practise short answers, + Give students the opportunity to talk about themselves | and ther lives. Give students the opportunity to get to know each other. ‘Question forms ‘students will have covered question forms in the basic tenses, but they will probably make lots of mistakes ‘when producing questions. This lesson concentrates on identifying the role of auxliary verbs informing ‘questions, and the role of do! does / di in forming {questions where there is no auxiliary. As questions in different tenses are covered at the same time, the logic of question formation should become clearer to students Speak for yourself 1 Star comiplece each senen demonstration. Fither individual students c@ do so, Point out the example, and stress that students should complete each sentence in as many ways as, they can. Give students a few minutes to complete the ‘Teaching tip Students whe know each other If students aleeady know each other, make the activity shorter. It could be a whole class, brainstorming activity Elcitaliferent endings for each of the sentences, asin the example. Alternatively, put students in pairs and ask them to make true sentences about each other, in the third person, before checking the truth ofthe sentence with that person. 2 Pur students in pairs co compare and ask each other questions, Feedback: ask orthree pars what they found out abou jssroom, talking about themselves and Grammar Question forms Note ‘The unfamiliar vocabulary inthe texts is likely to be: Sarah split up, to run my life, neighbourhood, decorating, 8 wild student George temporary. permanent, the net (internet), designing surfing, nerd, selous, isolated, per capita retired, ‘annoys, substitute teaching, gets paid ‘nerd = usually a young man, with no social skils and an obsessive interest, often in computers 1 Focus seudents on the piccures and ask questions ‘Whereis Sarah? How od do you think she ‘Whats George doing? Where do you think bye lives? What time of year sit? ‘This isa gise reading exercise. Seudents don’ need to understand everything, but they will meet new vocabulary. Ask chem to match the headings and the paragraphs and to noce three or four new words as to be deale wich later. ‘Sarah 1 My daughter 2 myhome 3 My work 4 My future George fc 5 My work is 6 My freetime ie 7. Myfarnlyojocits a ‘Theheading used twice s My Ask questions to help students work out the ‘meanings of new words, eg, Why does Kate need to homes? Because her parents arent living together. Which words in he tex ell us this? Split ap, 2. Blici similarities and differences becween Sarah George and students in the class. 3. Ask students to complete the sentences. They should ddo as much as chey can with the texts covered, and then look back zo complete any remaining gaps. Feedback: check the ansiers withthe whole class. 1 Kale Baya with her lathert Sarah s spending eer te auxiliary =15- She and her husband splity ‘sarah has done what she George started orate He's going a You ean doo in‘Note Auxiliaries In sentence 7, can is a modal auxiliary. Th difference between auxiliaries and modal auxiliaries is that the ‘auxiliaries ~be, do, have tellus about time and tense, and modal auxilaries change the meaning. 4 Ask students to complete the exercise in groups of three. Feedback: whole class Highlight the face thatthe sentences with auxiliaries in exercise 3 don’e need a new word eo make a question, but the sentences with no auxiliary do (Gencences 1,3, and 5), Drill the questions randomly round the class. 1. Give students a minute to read and do the exercise individually before eliciting the answers, Feedback: whole class 2 Puc students in pairs to do the exercise, Feedback: ask few pals to tell the class their answers Note Spot the mistake ‘Some teachers are concerned about exposing students to incorrect English. Our view is that Spot the mistake | exercises help students to identity typical mistakes, and help consolidate their understanding of what is correct Practice 1. Read out che question words yourself and elicie che answers randomly from around the class. 2 Ask students to make the complete questions, Model cone ofthe questions and ask ifthe intonation rises or falls atthe end (falls). Poine out that this is generally true ofall Wh: questions, Drill che question Forms before students ask each other the questions Monitor for both correct questions and appropriate Teaching tip Driling “Ty following this procedure: 1 whole class choral dil of the questions. 2 driling of individual students around the class 3 question and answer practice across the clas, in open pairs 4 students in closed palrs ‘Monitor the pairs, correcting mistakes. The aim ofa drill {is accuracy so insist on a high level of accuracy and give feedback and correction. 3 Do this asa whole class exercise. 4 Pur students in pairs co ask and answer the questions in exercise 3. Encourage them ro ask follow-sip questions Feedback: ask a few students what they found out about ther partner. ‘5. Against the clock. This is practice of Yes / No ‘questions and short answers. Model che example and ask if the intonation rises or falls at the end (i rises). ‘This exercise is intended co be pacey and to have a game-like feel. Demonstrate it yourself by getting. students to ask you questions and tick off your nswvers. Make sure you only respond to accurate questions, Before putting students into pairs, draw their attention co the tip box in the margin about personal questions and elicit other ‘personal questions’ eg. How old are you? Flow much do you earn?n activity, challenge students to ask you nal questions. They win a point for everytime you say That (rather) a personal question’ and lose a point if you are wing to answer. t may be interesting to ask what constitutes a personal question’ in your students’ countries ur students into pairs and give chem five minutes for the activity OEM aes ‘You can use these sections before or after the Speak out, or asrevision prompts, See the Introduction, p.05, for ideas. Speak out If students need more practice with question forms, write some answers about Sarah and George on the board, ¢.g.24, Eastbourne, Two, Robyn, Monitaba Heat and Ligh, Bruce, Three yeors ogo. Ect the questions for the answers, and move on ta the Speak out 1. The Speak out gives more practice in question formation, and gives scudents the chance to get to know each ocher becter. Write five facts about yourself on the board (chese should be the answers 60 Wh- questions). They can be serious or nor, depending on the class ~ eg, York (where you're from), 4 (how many brothers and sisters you have), £12.48 (how much money you have in your pocket), 6 (your shoe size), 28 (your age), modern languages (what you studied ar universiey), ble (your favourite colour), Spor {your dog's name), Nick (your partner's name), 11:30 (the time you usually go to bed), ec. With a stronger class, you should choose more obscure facts, or more than five of them TThen ask the class to ask you questions for the answers on the board. When they ask a correct (question, erase thae answer, uncil all the answers have gone. Students now do the same thing themselves, in pairs ‘encourage chem only to answer grammatically correct questions, and co check with you ifn doubr ‘Wich a stronger class, ask chem to write down cen Feedback: 32k for any interesting information that students found out Don't forget Practice exercises, Classbookp.£4 Teacher's Resource Pack activity 1, Group history ‘On p85 there is a writing section about filing informs. You culd do this n class of ask students to do it for homework eee + Introduce and practise ‘ree time vocabulary + Develop the students’ vocabulary using a word web. + Introduce and practise language for making invitations and suggestions Introduce an practise language for accepting and refusing + Focus on strong and weak forms of Shall we, Are you, Do you, Would you + ive th students more confidence when making social] arrangements | Speak for yourself 1 Pree student Lh indoor, outdoor, zaliary, and sociable. Ask work on their own co decide what sort of person they are 2. Group students into fours and encourage them to go beyond answering the question, eg. T'm 4 cinema ‘person "What sor of films da-you like watching? Tm vide person." Feedback: whole class. Aska few students what they found out Vocabulary Staying in and going out 1 Against the clock. Pre-each chit, a takeaway, fist date. Scadents could complete the word web on their ‘own or in pairs. Keep them to a time limic of three Feedback: whole cass. Dill pronunciation, focusing on weak forms. {gotoa sports ene {ootbal atch have Ask stucents to lise heir additions to the word web oon the board, and check che spelling, pronunciation, and meaning 2 Use the question ro close this section, Blict answers randomly feom differen students, adding questions of your own, eg Soda you usually have a busy sca ife?English in use Social arrangements 1. Focus students onthe picture. Ask who chy think the people sre how old they ac, what thee tclationuhip i Give them a minute to read che Glalogue nd complete the gaps Ask where Oliver and Folly are going ‘Here YORE 2. Ask students ro compare cheir answers. Play the tape for them fo check, ines restaurant. See Tapeserptfor answers, a iver” Be ou ig ig this evening? Holly No rathing spec, Clver Wilh mere pong to tht new Chine restaurant near te station Wout yout to come? Welly Ye, that wold eric. Wht time ar you going? Olver Abou 80, Shall we come a pick au up? Holly Yes ret Olver Ok eal foryou at 730 3 Do each dialogue separately. Alternative Before students listen a an altemative to What decisions do te people make? ask students to write their own ‘comprehension questions Tell them they are going to hear ‘more people making socal arrangements and elicit what they ‘expect tohear, e.g. Who are they? Whar does s/he want to {d0? Where does sihe want to go? How does sie want to get there? What time does s/he wont to meet? Where doas sibe wont to meet? (Notall their questions willbe answered } Play the cape. Students listen and chen compare with a partner, a FA Wik al ed hie weaken How atout ging ta Landon on Saturday There's 3 good tian ana he Royal Academy. 1K thats aod ies Shall we et te coach or the vain? Lats ge he coach =i cheaper Fine. Wnt time? Not too ear Aout 1.00 sh? Yes that would be re elo? Hii Chak here 1 hi Care, how’ taping? (hy, not ad, ant, d you ancy Sein lm this evening? Sood ies = lve Df Wl, ny dort ne meetin the White Hore at 7.0, Ok see you there 7.00. Fight, ve Bre Feedback: whole class. Dialogue 1 fo goto London on saturday, to goto an exhibition atthe Fayal Academy, to goby coach at about 1.00, Dialogue? to goto.afmthis evening tort in the Wht Hose ub) 37.00 ‘Teaching tip Helping students with listening It your students find the listening difficult, stop the tape ater each line. I they stil have problems, ask them to look at the tapescript on p.106 as they listen, Draw students’ attention to the tip box in the margin about the present continuous. They will be familiar with the cense, bue this use may need clarifying, Eariples of present continuous San nicer? Were going to that nen Chinese restaurant. 4 Pause the cape after each eworline dialogue, Ask students ro work in pais. a io ait in the these tonight? Tima eon going out or ine, Lets go fora long walk ts afternoon! Teloe to, bt Fave osu for my exams in dont we 99 to he pub ths evening? Fraga ny =n tying at ark 1000, Bo you fancy going tow concerto ish muse? on’ realy ie fo How about the cinema insteas? x e 6 a 8 a 8 Feedback: whole class, Tseng tert 1000 ‘don'trealy like folk, 1 Play listenings 2 and 3 again. Ask students to do che cask individually. Feedback: whale class, Invitations and Suggestions Doyoufancys ng? “Howabout ng? allve + verb? Lets+ verb. = Wity dont we + verb? 3 Accepting z a That would be great ood idea tiove o. Fre Thats agoodidea, Refusing mattaldicen'. viieveto, but! {dott realy ike Fim afraid tm a bit busy How about. instead? 2. Against the clock. Ask students co work in pairs and make as many sentences as they can in three minutes, Feedback: whole class. Dil selected answers Snes Before asking students todo the exercise, doa short class dllof the sentence heads Would you lie. 7, etc, focusing ‘onthe weak forms and the way the ahrases run together This areas algo covered in exercises 1 and 2 inthe Practice sectionNote Chunks of language It’s. a good idea for students to learn phrases lke Do you ancy ..? and ™m afraid (can’t as chunks of language, and not to focus on individual words ~ students who look up fancy and afraid in dictionaries may be puzzled by the definitions they find. Practice 1 Ask students co pronounce the pairs of words. They will almost certainly use strong forms, shall we ~ /fel. wi), are you = /a: ju, do you = /du: jus}, would you = fovea ju 2. Play che cape, and point our the weak forms and the way the words run together, shall we = /falwi/, are you = fa, do you = /dju/, would you = fwd. B Shall we got te thee? Bre you ding anything ths vei? Dp you fancy take-away? oui you ke tose the new musical? Ask students to repeat the sentences. Encourage them eo imitate the tape as exactly as possible pen ‘You might prefer to madel the sentences yours, instead of using the tape. Make sure you say them at a natural speed, with weak forms and inking 3 Focus on the tip box in the margin and remind, students that it's a good idea to give a reason for refusing an invication / suggestion in English. Ask if itis the same in your stadents’ countries. Demonstrate the task with the whole class Elicit and drill che different ways of suggesting, accepting, and refusing wich che same example, focusing students’ actention on the intonation and on sounding interested and polite ut students into pairs to do the exercise. The activity should be fast. With a weaker class you could give ‘each pair two or three of the situations to work on. Monitor and correct as necessary. reticence ‘You can use these sections betore or after the Speak out, or as revision prompts. See the Introduction, 205, for ideas Speak out 1. The aim of this section is o produce longer, more navural dialogues. ‘Ask students to think about several chings they'd really like co do this weekend. Ie might help co begin by brainstorming ideas and writing them up on che board - you could ger seudents to da this. 2 Demonstrate the flow chart with a stronger student, In pairs, students follow the arrows and construct a dialogue. They should practise it, concentrating on sounding natural, Monitor the pairs, helping them with both the language and wich ‘getting into che role! Give them enough time to rehearse their dialogues before moving on co pare 3. 13 Students will be more motivated to practise a dialogue if they chen have to perform it, The dialogues will be quite short, 0 you could probably ask every pair o perform atleast one Invite feedback and comments on the performances, €g, Did s/he sound interested / polite? Dids/be give a good reason for refusing? Which phrases for suggesting, ivitng, cet did hey use? Don't forget Practice exercises, Classbook p.85 Teacher's Resource Pack activity 2, Weekend away0s) MEET THE FAMILY Re family’ vocabulary fevise and practise + Introduce and practise vocabulary for describing people (appearance and personality + Introduce and practise get on with, look ike, toke after. + Introduce and practise compound adjectives, e.g blue- ‘eyed, narrow-minded. + Give the students the opportunity to talk about their families. Speak for yourself Note Students are asked to talk about their families in the Speak out section, so keep the Speak for yourself short. Lesher 1. This is quick review of family vocabulary. Feedback: whole class, rancithergrndmoten( graneporets father, mother (= parents}, uncle, aunt brother ster, YOU, cousin son, daughter eileen), nephew, rece grandson, granddaughter grandchildren) 2 Model an example yourself first, et haven't gor any hildren, x0 'n nota father or a grndather, but T' brother and a cousin, ere Feedback: ask few students how many of these oles thelr partners have Vocabulary Describing people ‘With books closed, describe some members of your family ~ start by describing them physical, and then move on to personality and age. Ask students to interrupt as soon as the person is, Ask How do 1. Give students one o task individually Feedback: check: so minutes co complete the crs with the whole class fsttext brother picture 3 Steond text chugtter picture t thirdtext father/ grandfather picture2 Take in some photographs of yaur family including old photos if possible, and show them tothe class. You could ask students todo the same. If this lesson is near the beginning fof the course it's a good way for students to get to know teach ather better, and they should find it interesting to tal about real people, 2. For part 1, you could rel scudents thac chere are 20 words to add to the chart. Ask chem to do it individually, chen compare with a partner. Feedback: whole class. Reproduce the chart on the board for later pronunciation practice in exercise 5. Against the clock. For part 2, ask students to work on their own, Allow chem co use dictionaries if they need to, but draw their arcention co the time limit and keep the activity pacey. Feedback: whole class, atthe end of three minutes. pair Gk, city Bg Baldshort grey, blonde a beard, {aig A moustache, straight height + build tal sim, thin, skinny age young, ol, nhs seventies, middle-aged, elderly, a " teenager, inhis/her twenties. a looks gorgeous, goodlokng, glasses, abeard,a maustache, attractive ersonalty cone, outgoing, nciget eh end 4 quiet, shy i al Focus on the tip box in the margin, Ic is useful for students at this level to be aware of connotation, but be wary of exploring ie much Further. Ic is worth pointing out how difficule itis to deseribe someone's build eacefly, 3. Blicie the opposites from che whole class dark ‘air blonde a curly straight ; short tong t ‘young pe friendly confident outgoing shy /quiet Group students into threes to brainstorm other ‘words. Encourage them to use their dictionaries. Feedback: ask one person from each group tolist ther {additions on the board. Discuss meanings and spelings, and do pronunciation drills withthe class 4 Do this asa whole class ‘listen and repeat’ exercise, playing the eape and pausing after each word / sentence for choral / individual drilling. Encourage students to practise pronunciation until chey gee i right. iia” etl teenager They teenagers siases esate go glass? Sy Hes quite shy, st ne? teas Henn gots be twenties Ses inher tenes, nen First use the tape for word and sentence dictation, and then go onto the ‘isten and repeat’ dilUse the chart from exercises 1 and 2, Practise che drill first with the whole class, then wich open paits across the class, and finally in closed pairs. Note {Look out for errors caused by translating from the students languagels) (L1 transfer errors, e.g. She has 20 years Pocus on the tip box in the margin. Ask the whole class to look back at che eexts to find the words. Ee #1 6 Geron with, look lite, and take afer are likely o be new ro your students, Ask them co match up the three sentences with the texts on p.10. Check their answers land concolidace cheir underseanding with qu “very, really Z ult, fry ‘eg. lf my masher is very friendly and Iam very friendly, do Leake after ber or do I look lie ber? ‘This language is practised in the Speak our section, Practice 1. Stare che activity by describing yourself in cerms of the four appearance categories of the chart. When you come to your age use «ib and focus your seudents’ attention on the tip box in the margin. ‘Then ask students to do che activity chemselves in pairs or groups of ehree ‘a Do this as a whole class exercise, asking students to match up the owo parts. Elicic the answers, with ‘common opposites where possible, eg. right-handed. (broadminded) personality (ong-sighted) 1 Check the meanings with the class, and ask if students can describe anyone they know wich the adjectives. 2 Do this as a whole class activity. Ask each student to think of a famous person, known co che rest of the class. Choose a seudene at random and ask her / him. first for the person's occupation, eg. film sear, politician, et, chen for a description, one sentence at atime, eg. hait, height / build, age, looks, personality. Encourage the other students to attempt to guess after each sencence. Repeat wich a few more students If your seudenes need more practice, demonstrate the activity as above and maximize their participation by putting students into groups to do the activity Prepare some photos of pean before the lesson begins. Hold a photo i front of you, so that your students can see it but you can‘, Ask them to describe the person ~sex, height, build, har face, and any distinguishing features, Turn the photo round and give them feedback on thelr description, ext give each student a photo and ask them to prepare a description. Then pair students, and ask them to swap potos and describe their own proto. The'r partner listens ne gies feeaback on the descrpuun. Monitor and correct as appropriate. entices You can use these sections before or after the Speak out, or as revision prompts, See the introduction, 206, for ideas. Speak out 1 Introduce the section by focusing students’ attention on the family tree illustracion, asking them what itis. Quickly elicit names for the characcers (starting with the letters on their jumpers), and cest students by asking questions, eg. Whois (Nick's) grandfather? Whois (Kevin's) brother? Students could test each other quickly across the class. Put students into pairs to draw their own family ere, and co tell cheir parener about it 2. Ask students to complete the sentences individually, land hen tell theie pareners. Feedback: ack few students what they discovered about their partner. For the beginning ofthe nex class, take in pictures of people from magazines and put ther on the wal Brainstorm vocabulary for describing peosie (possibly as a word web on the board), and then ask students ta write a description of ‘one of the people. They then swap descriptions and identify the person, Don't forget Practice exercises, Classbook p.85 ‘Teacher's Resource Pack activity 3, Family photosOeee NEA Help students improve their listening, by listening for specific information and focusing on key words. + Introduce and practise ‘elationships' vocabulary. + Improve students’ performance when talking about their relationships. Listen for yourself Who are they? 1 This section contexcualizes the lesson and looks at relationships other than family ones (covered in lesson 03). Before students listen to Maria, ask chem. to predice who the people could be Play the tape. Ask the students fo listen and answer lly, chem compare with a the questions individ partner, a ii esha myofice wick andi and” oh and Norman and Maureen - Trove known the og. Tey moved in rentdoor thee arth ago ut Ms Ants, bles et, as been st ume 2 for yas an years Non wel John and nave ben mae fr twee yeas ~ hd to tele! Louie nly leven nom oar Sms eg an uti, our Siamere et Stel ae my oles en. We went o school ogether Mark Sel are Jo's best ends, we se them most weekends Feedback: whole lass, ‘colleague’ She shared an ofce with Jack and Phil Colin " Sanders:works inthe offce next door. Norman and Maureen are next-door sbours, Mrs Ariderson lives at number 21. 2. Blicie other possible relationships - sports clubs or teams, classmates, family friends, school fiends, etc. Encourage students to choose relationships which are different and inceresting, 3 Ask students to describe eheit diagrams in the same ‘way that Maria did Feedback: ask few students diagram and explain it. show the class their Vocabulary Relationships 1 Ask seadents €o match the words and pictures in pairs or groups, using a dictionary o asking you Shout unfamiliar words such a fan. Offer assstance only when asked Feedback: wholes, ‘sa follow-up activity, ask students co put the phrases in the correct order, e.g, First you ., Next JOH uy {ind then you, etc. You could ask them to pur the phrases in a conventional order, or an ‘unconventional order, or in che order which is (s0 far) erue for chem, 2. Ifyou have done the follow-up activity in exercise 1 above, then do this as a continuation activity with the ‘whole class, There may be some interesting. suggestions! Listen 2 My best friend 1 This is a longer listening in five pares, designed to give students practice in listening for specific information and key content words. Explain che meaning of Which one ion’ real? Play the whole tape through once. Ask students to try to complete the chart in pais. Play the tape again, pausing at the end of each section for students to confer a "Shey belt iil She comes nt my ber ery mein an jump oka my be. Shes always happy to see me. which s tee She lve ing under a nenspapet and ashing nar at Found and raund, She's eae hat since she was Ken Ang if Frmupset, an goo my rom, she follows me. eal my problems and she ste ou row 2 Theyre a mice couple Wee at 18 ard they #20, ext oor They leepthesees to tersees = sametimes | met tert when 'm ging otto work in the mori and we ey hel, but athenise | dont ce mcr of them, They Hee he house nd garden relly neat an ty, He gto Fre 41 Wie sometimes argue, bcaue we sr an oc, an shin if ‘you share an fie you gt on each others nerves abit. You Tron supa tings ke soul the winaaw be open oF Cse, Should he heating be on a af hese tur nso wash he us, that sr of hing Maso he tine we get on OK 4+ Twa hi ae al rk, an hansome! He hast be Young isin his 208 with ig bron eyes He stores wel you nom ge slthes ot neces expensive. As he shoul Be ‘ind ar consiteate an stent what Mave 10594, and cespect my opines We new each thet for years before we stared going out together nace’ exactly lve a fet sat! But wegen really vel we never argue, or rene cant ble was 2B Woia when we deed to get mare lat year thought it would change things bu i's been ire Feedback: whole class. Replay the tape if necessaryes R 2 man want him to be, he realreationship) _should be, hehasto anand wife going out together, love at fist sight, married Teaching tip Pairing students for listening. \Weaker and stronger students are often paired, so that the stronger student can help the weaker one, This tends not to work so wellin listening activities because the stronger student understands the tape and simply supplies the answers. Ty pairing students of similar ability together, and play the tape as many times as necessary for the weaker students. 2 Thess senrencesare nor on the cap. Give rudenesa couple of mines odo che ser Feedback; init oe student to come tothe board aed wre he ansvers eg ar8 bea, te Askthe retol the Gas ey are and tka reson, 0g ¢ = 3 becouse rr couples spit asking reasons lows em {Duce the voesary fam hi esson Berean Did you notice ...? ‘Ask students to check the Tapescript and nd the phrase. We knew each other. ‘Te Practice material on p.86 has an exercise which focuses on usetul expressions from the listening. You could do this ‘ow while the tape is stil fresh in students minds Speak out 1 Focus seudents’artention on the questions. Revise What ar they lite? (personality) and What do they lok like? (appearance). Elicit ocher questions, eg. Do you take after ber? Give students a couple of minutes co think of three people and prepare their answers to the questions. 2 While the students do chis cask in groups, make notes of, eg. ive mispronounced words, five good expressions / sentences and five inaccurate ones to be lused as a Follow-up. Follow up the group work by focusing on the content, €.g, Did you talk about real people or not? Which people did you talk about mast: family, friends et.? Did you tall about people you liked or disibed? Then focus on language, eg. I'm going r0 read you ten sentences you used You have to decide ifthe sentences are good English or not. If they are wrong, can you correct them? When you have lone that, pic the five mispronounced words on the board and elicit / drill he correct pronunciation, Don't forget Practice exercises, Classbook p.86 Teacher's Resource Pack actvty 4, Just what I've always wanted05 BEING A TRAVELLER + Revise and practise the past simple and past + Revise regular and irregular verbs, + Focus on the top twenty verbs in spoken English, + Practise the pronunciation of ed endings + Practise asking questions based on the topic of past Past simple and past continuous Students should have met these tenses before, This lesson contrasts the two, and revises and clarifies thelr form and use. Speak for yourself 1. Give students a short time to fook at che map in pairs and mark the counties, Feedback: if you can, draw a map of {and ask students to write the ans las say if they are corrector not Africa on the board oni. Let the whole sudan Zoli eteaIBE Tanzania between Kenya and Zambia, Ethiopia is Porth of Kenya and east of Sudan, South Africa s south of Botswana 2. Ack students to discuss this in pairs before a whole class feedback. Elicie ideas along these lines What does the countryside look lke? What's he best way to travel? What's dangerous there? How long does it take to ‘vel from north to south? What other countries da you lenow in Afica? Grammar Past simple and continuous Note The unfamiliar vocabulary inthe texts likely to be: heat, iliness, adventure, border, refused, eventually, cereal, ares, lguld, face to face, glant cobre, heartbeat, malaria, herd, swarm of bees, attacked, celebrated, shadow, amazing 1 Focus stude s on the piccure and the words in the box. Ask them to predict whar the text is about Clarify che words in the box as required. 2. Ask students to check their ideas by reading the text Point out that they don't need to understand everything ar chis stage, When they have read the text, ask what was surprising or interesting. Do they think Nick Bourne is brave or mad? 3. You could ask stronger students to do this without referring back to the text Feedback: whole c He stared for the ist time. He decided to star rom South Afica, He lew to Cape Town. He started for the second time. Hesaw a snake. Hebecame il ‘Aswarm of bees attacked him, He celebrated his birthday, He crossed the border into Egypt Hearlved at the Pyramid 1 4 Against the clock. Give students five minutes to do the cask, Feedback: make a table onthe board for students to flin, Regular irregular decided sere jwas ie ended thought - stopped began 2 refused few B stared gotup attacked ate celebrated had arrived rank finished came wert found ‘5. Focus students on the sentence from the text Feedback: whole class. Hewas essing ‘when he came past continuous past simple 6 Ask students ro work on their own and look back at the text co find «wo more examples Feedback: whole class, His acverture nearly ended S00 miles later while he wa valting to cross the Sudanese border. “i ‘swarm of bees attacked him while he was running through Tanzania, Note when and while White can only be used before the clause which contains the past continuous. When can be used before either clause, eg. He was running through Zambia when he saw Aion ‘ He was running through Zambia while he saw a lion x He saw a lion when / while he was running through zambia, “Form ‘The aim here is to provide a language summary for students, Ask them ro complete the tables on cheit ‘own, ot copy them onto the board and elicic he a we i fre one tor ie oe te on me 2 ae Use 1. Students complete che rules individually. cans 2. Blicit ideas from che whole class. You could draw ‘timelines on che board to claily the difference, ot invite students to draw chem. 3. Encourage suentsto compare she grammar with the grammar in cher own language Teche same or tlifferent? ‘Teaching tip Past simple and continuous ‘Students sometimes think thatthe past simple is for short time periods and the past continuous is for long ‘tie periods. You could point out thatthe past simple can describe very long periods (My father lived in Canada for twenty years), and that the past continuous can describe very short ones {I was switching the TV on when I hurt my back} Practice ‘with books closed, ask students to try to write down five of the twenty most comman verbs in spoken English. Pay the tape for them to check, and Unen move on to exercise 1 1 Play che cape and pause after each verb co give students time to chink and write, They should do this individually. Feedback: whole clas. 2. Start the activity by demonstrating the differences between he three sounds. After checking the answers with che whole clas, drill the pronunciation. ‘Note -ed pronunciation ‘The pronunciation of ed depends on the sound that precedes the verb ends int! orf then the pronunciation is. Ifthe verb ends in a voiced consonant or vowel then the pronunciation is. f the ‘verb ends in an unvoiced consonant, then the pronunciation i 3 Pair work. Point our chat che sentences should be in the past tense, Allow chem time to check their ideas by looking back ar the text. Feedback: whale class4. Against the clock. Encourage students to work quickly by being strice wich the time limit. Feedback: aska few students to read out ther sentences. Challenge any sentences which seem odd (eg. was driving to the aport when | saw a short and ask studerts to Justiy them, Correct necessary, 5 Monitor as the students do this task and make a nore of any problems. Feedback: deal with any mistakes you noted. ‘You can use these section before or after the Speak out, or 25 revision prompts, See the Introduction, p05, for ideas. Speak out 1 Draw students’ atcention co the picture. Where do they chink icis? Establish thar the dialogue is Decween two friends and they are talking about a hholiday. Give seudenes a few minuces to complete the dialogue, either individually or in pairs. 2. Give students time to think about their last holiday, and chen ask and answer questions about it in pairs. ‘Weaker students could follow the dialogue in the Classbook, making changes as appropriate; stronger students could ask more questions of cheir own. Dont forget Practice exercises, Classbook p.86 ‘Teacher's Resource Pack activity 5, ComplaintsLesson aims + Introduce and practise ‘travel and transport vocabulary. + Develop the students’ vocabulary using a word web. + Introduce and practise language for asking for travel Information * Intouceardpracte ngage or tonkng ete | + Give students the opportunity to learn and use | practical English for | veling Speak for yourself 1. Give students a couple of minutes ¢0 look at the pictures, and discuss chem in pairs or small groups Ask chem what chey can see in the pictures, and which councry they think chey might be. seistsialnoaden alstaw ninda ets iNietan Sinuryyache [5 abeach hin Toland 16 tery nthe Phpones Ex atrainintpan 2. Ask students to discuss their travelling preferences in pairs Feedback: ask two or three students to report on their discussions. Da they have similar ta Vocabulary Transport 1 Play the tape, pausing. dllowaeadent co dieass cei iden ith a artnet if scudents have problems with the language, there are contextual clues in che sound effects, and you could draw attention to key words.) 1 ight BAF Tr asia, naw Wording 3 gate Fgh BA 72 fo Mam Flr pow oaring at gate 93, 2 Good atenaon ais agente. Tiss the 1048 testy 128 ta Edmaugr, cling York Durham Berwick, ap Eeindigh Waverley tation, Would ay people not wishing to 2 Mina the 4 Thsisa security announcement, Would the owner of lack eetease et inte Duty ie store please return anism =the fer of bac rete plese ret othe Duty Fe store 5 This your captain speaking again ok Wee running into 2 Fite tutence ahead oul a pasengers eur ta the sts please paced tothe car dees and return other eis, 25 The nest station i cay Cress 10 Hastings, this is Hastings. This service terminates here. ll Change, leste. asengrs ishing to travel o Aart pease proces to lator 7 Hastings, this Hastings. Tis sevice aiport og train ata station! underground station tube rain airport ‘gero)plane, ferry tax train in motion] tube train ‘rain fata station) 1 2. Blicit more fo horse, motorbike, eam, ms of transport, 3. Give students ewo minuces to think and discuss in pairs. Feedback: whale class, (getoif/on\ ) /abus/a am, atrain/aplaney afer 8 coach, abke, amotorbke, ahorse get into /out of aca), atexi arickshaw, fide bile, a motorbike, ahorse 4 Encourage students ro develop word webs usin bilingual dictionaries. Divide the class inco groups, and ask each group to choose two forms of transport Posibia words places. duty free (shop, baggage reclaim, arpor terminal, drat ri pte ov cneckin desk, pessport conto, immigration ole lot aura cen see ar stoward! -towardess Boga " verbs takeoff and, delay, rrve English in use Travel situations 1. Focus on the two dialogue situations and ask students to think of questions in English which ici cheir ide might he 2 Ask students to read che senences and decide which dialogue they are from. Feedback: whole c 1 Boaking otalisom Z 2 asking for vaininformaton 3. askinglorvainiformation 4 booking hota room 5 asking for train information Encourage students to complet quickly, asa whole class activiey,Asking for travel information 1. Give pairs some time co puc the dialogue in order ~ they could do this individually if they prefer. King’s ross isa station in London, Waverley sation isin Edinburgh, and the journey takes about five anda half hours by ein) ene Play the tape first, with books closed. Then ask students to ‘open their books andi do exercise 1 2. Ask students to compare their answers. Play che tape land establish the right order. a eosin al Eas. racy sean, how may | help you? 5 On hel, ie to ask about teins rom Landon to teinouah, A When fo? B This Sunday at arund 1200. ‘A Hold ona seond right; there's one at 1000 fom King’s ‘rss, which reaches Eerburgh at 321, or tee’ one at 10.30 which gets in at 408 rd now mihi Single or tur? etur, please. Fe or andar? (Oh stander. ‘Tras C6800, an there ar no tie estan on that tices B Of, thant very much A Thank for eaing, ye 3. Ask students to work in pairs to prepare and perform their dialogues, If you're in an English-speaking country, ask your students to phone for travel information for homework. You could give teach student a specific route and mode of transport ta find ‘ut about. Alternatively, they could ask fr the sarne Information a in the task rain, London-Edinburgh) and see Ifthe information they gets similar. Booking a hotel room 1. Draw students’ attention to the picture and ser the scene, Give them time to complete the dialogue individually and compare answers in pairs. 2. Play che cape, Ask students co compare their version with whar they hear, and chen to check in che Tapescript on p 106 Goad seing mam hw San lp you? Helo, con yu tell ef you Fave any fe rooms? Goet Receptionist One moment, jst heck Guest Teak you Receptionist How many nights woul you like to stay? Guest Tee Aeceptionit Would yo ke 8 ingle, 2 double, or in? Guest A oube please ensuite posse Receptionist Yes, we havea caubie ensuite dele Guest How much st fortwo rights? Receptionist fortwo nights that’s 250 Guest Does that ide beat? Receptionist Yes, 0 continental reste Guest OX wel tats i. Receptionist Very goed, Col you fila ts car, lease? 3. Ack students co practise their dialogues in pais. 1. Draw students’ attention co che Useful language box. Exercise 1 focuses on 1 like, Would you like, and Could you. Feedback: whole class. 2. Play che cape and focus students on the intonation, ihe wand yo it to wave How mary rights weuld yu Tet tay? Wout you he ist or ecarary? oul ou tie a ingle ora return? Would ou ikea sgl # dbl, oF» tin? Use the tape as a model for students co practise the 3 Ask che class ro comment briefly. Pca ces ‘You can use these sections before or after the Speak out, or as revsion prompts, See the Introduction, p.05, for ideas. Speak out 1. Monicor and help students to choose appropriate information if necessary. Remind chem to pay particular attention co sounding natural with the phrases. IF necessary, play dialogues 2 and 3 again, ‘pausing co ler students repeat che sentences. 2 Invite one or two pairs to perform their dialogues for the class. Don't forget Practice exercises, Classbook p.87 Teacher's Resource Pack actity 6, Three citieseT aN ee a5 roduce and practise things to take on holiday vocabulary | Focus on compound nouns, including pronunciation eg. money bot, sunglasses + Introduce and practise mulword vers, eg. set of ook forward to + Give students the opportunity to discuss what to take Speak for yourself 1. Give students a few minuces co do the matching exercise individually Feedback: whole class E 2a 38 4c f oe 26 2. Ask scudents to discuss this in pairs or groups. Feedback: elicit ideas, Vocabulary Packing your bags Note ‘The unfamiliar vocabulary in the texts is likely to be: riouns tent, sleeping bag, torch, tracksult, fist ald kit, ‘towel, penknife, batteries, insect repellent, suncream, money bet, gloves, sunglasses, stove adjectives thick, heavy, windproof, highprotection, ‘wool, uncomfortable, waterproof, dried 1. Blicicewo things chat students know about each country, Ask students to read through the texts on their own, Feedback: ask the each country which ds helped them Ident A Zebadwe 2 celand 2. You coulld ask half the clas (A) co think about Iceland and the other half (8) Zimbabwe. Give the few minutes co think. Put them inco pairs, A and B, to talk about the things they have / would need to buy. Encourage them to check the meaning of the nouns by asking each other and using dictionaries. Feedback: ask students how many words were new to them Practice 1 This should be a challenge ~ the idea is for stud bing chey cook. Give them a fe to think and write individually. Help with any new words chey need. 2 Against the clock. Stare che activity by modelling che dialogue on the board Teaching tip Providing language With a weaker class, you could write useful language this activity on the board, e.g I's useful good / hondy for + ng I wanted / needed it to for Becouse! These compound novins all appear in the Zimbabwe Iceland texts. Weaker students can look back if necessary. Give students a few minutes to think and then ask chem fo compate answers in pairs, Encourage students ro notice whether the compound nouns are one word or two words. Feedback: whale class insect repellent penknife trayelalarm sunglasses money bet Water bottle ‘The stress in compound nouns i usually on the frst word. Multi-word verbs ‘Teaching tip Mult-word verbs students may not have studied these explicitly before. Here seven are presented in clear contexts. i's probably best to concentrate on meaning at this stage, and not to facus on, e.g, whether they are phrasal or prepositional ‘or where the abject or object pronoun goes. 4 Play the tape. The aim here is to focus students on meaning rather ¢h a Yes we got back at 3.0 this mersing Mel pu on some nec repellent ‘re ou takings archer ares? 8 a 8 1K Areyouleotingtomarrow? B Yes, rely locking Foran tt a 8 a 8 a 8 Are the pots realy? “stm going to lk them up hs feroon 007 We shoul sof ‘ou shuld get into your seeing bas forte spor. ater during before before after hs before or during : y during ey'b This focuses students on the content and che mals wore verbs, which all appear in the second lines of the dialogues. Play the tape as many times as necessary You could gap the sentences on the board if necessary, € Focus students on the meanings of he multi-word verbs, The contexts should help a lo. Ask them to check in their dictionaries. ‘You could aso elit other possible cllocations, e.g ‘get back at3 o'clock /on Sunday /last week puton a shirt cream | clathes; also: put a shirt on make up my {your his/her our their minal isa strong collocation Took forward to aholiday/a date/a party pick up (collect) a package /ajacket some documents, set off forthe airport on ajourney for France getinto bed /a sleeping bag Encourage students co get as close as they can to che ‘original rst lines, Check by playing che rape again or by asking studencs to check in the Tapescript on p07. You can use these sections before or after the Speak out, or as revision prompts, Se the Introduction, 05, for ideas. Speak out 1 Pur students in small groups and ask them to ageee on one of the three erips. 2. Pre-teach kinds of bag, eg. suits, holdall, rucksack. ‘You could refer co the picture. Mose of the vocabulary should be familiar. Monitor, helping wich vocabulary as students discuss Feedback: elicit ideas from some ofthe groups. Don't forget Practice exercises, Classbook p.88 ‘Teacher's Resource Pack activity 7, Souvenirs+ Develop students’ listening skills by focusing on Individual words and phrases, gist and specific information Focus on sentence stress + Give students more confidence when relating —2eperiences, _ ——_ Listen for yourself Foreign Office advice 1. Focus students on che map and elicit ideas about Florida. It may help to pair students first to give them some thinking time. Feedback: whole class. 2. Ack students how they mighe find out eravel advice before going on holiday somewhere, Explain hae they are going to listen to advice from the Foreign (Office for cravellers who want co visit Florida. Gi them time co read the text and predict what words ight go in che gaps, lice ideas buc don't confirm them at this stage 3. Play che cape, Students may need to hear ic ewice ‘tai you Yr cling the Foreign and Cammonweaith Ge Wal eve unt We giv aie on rave! safety overseas We have Fecorded information on the flowing counties Egypt. he Gambia Inala, male, Kenya, Nigeria, Pakistan, South Ae, Sona, ad the USA. To ear he it again laze res For Egypt enya plese pres 2 Fr Niger tothe USA ese pres For the USA press 7 nm, Feisvery imran hat travels tothe Unites Stats tte out Fens staying ina hoe, ona leave yur doar open at ny tine Do not wear expensive jewelry and vad waling in run-down Tarvin argh. tae» tat your hotel and calc your ie car TF departing onan evening fight dora ave uggage and souvenirs inte nyour hie cr during the dy. Tews ar aking for these seis an teaing core” Do vot sop your car bugs from behind. ested indicate to note aie to olom yu ta the nearest pul ate and cal far Feedback: elicit answers 5 countries have recorded information. See Tapescript for “the complete text. 4 Draw students’ attention to the tip box in the margin, Point our that ic is possible ro understand a Jot by focusing on the stressed words. Play the tape. it expensive jenny wing at gh tae tao yourhte Do nat sop if your ea bumped fram bein Feedback: whole class. Tae siss6d or not wear eens fveleny Sriviog nah tou holed Se eae ‘You could write che stressed words on the board and highlight the fact thac chey carry the message. Listen 2 Highway robbery! 1 Pre-teach Highway robbery, Explain to students that they are going co hear someone called Chris talking about an experience when he was eravelling in Florida ‘with his family, The aim in exercise 1 is a bottom-up approach to listening - what exactly does Chris say? Play che tape as often as scudents need co hear it a igh rsa teeny ean Teal happenes onthe 3 home. "ai realy brow what was happeio, | sapped the car aS he Feedback: whole clas. Teaching tip Bottom-up listening We often tell students not to worry if they don’t Understand everything. This is useful for extensive listening, but intensive listening practice is aso valuable, Also, not understanding everything can be cdemotivating, and bottom-up listening can be a good confidence-bulldr. it appears several times in Clockwise Preintermediate. Bottom-up listening involves starting with the parts and building the whole, You can do this witha 'story-board’, {as in exercise 1. Gap every word ina sentence, or just some of them. Ask students to listen to the sentence {and tell you any words they hear. Play the sentence ‘again, encouraging students to rebulld it. You may need to play the sentence several ties, You can do this with sentences or short passages trom any listening 2 Blicit ideas, using the s sures of the car and the baseball bat, This is prediction activity so don’t confirm ideas at this stage. The real clue is I stopped th car and so did b which suggests thar Chris was bumped from behind and stopped, instead of driving on to a public are ences in exercise 1 and the 3. Play the tape and elicit feedback from students. Were they right?oe Donte Why? What happened? Was’ tthe hoa fs etme? ‘Chrisie was absolutely fantastic. We wert everere Dinepnori he Epo centr, ne Keneay Spar Cente The Hes hat wget tine, Nanda had eat ie, a france oct ui the st ay, anynny. Emma Wy. what happened? (his Vie got robbed Would you bee we were robbed by Nighy robbers? Highway ober in the 258 erty! And they were very polite it wa ie» some to teh mma Highway robber? (Gre Yes ts reay bd uk Wes been ely eae rng th holy and we never realy ee a al uncomorale Tveryere we went pple mere very polite an endl and elu We jus eae and nay he Rate. emma ind? Chel, all appened onthe way home. We were ving the srr ~ Fa fially go used to ving onthe wrong Sie ofthe rad ~ when suey 2 ig ol car bumped into ‘he ook of us It happened so ast - the ds were thrown tack it ther seat and anda screamed i realy now hat was happening. Aan, before iad tin to anything he bumped me gan was prety angry. an fel you! stopped the car ano he. wast really ‘hiking us oot out ofthe ca and states ealirg him an do. Thats hen 1s four bg ous geting ot, ard one of them ha s bse bt Emma Ouch! (Oh Esacty. hough tks ike i be nein the medlea! Insurance teal bt no The guy with the bat ost aie ‘No stay col an you went et hu Wel just empty the ‘oun ard be on ur way took me a stand to ele he rear ne "oot ane tht he was ong fob us Lemme Youre ns (Chis) | wish | was: Anyay, they tld Amana and the isto stay nthe cz at that hey were gang to et out, 2rd told met open the bot. Tey tok everything at af = ‘he loggage, of couse our eats een the sare tye They ‘tke snoenirs an things = they were inte ‘ack wth thes Ana then they ut everyting it thee tar and cove of Emma Sa Amanda andthe kids were OK? ‘Ch Oh yes We were all nes it shaken vp but ie. et {ake ong for he plc to tive, The oaked afer, got sto te aor on time and soo, butt was a ei way 0 en te hada. Focus briefly on che tip box in che margin. You could illustrate the difference berween rob and steal with sentences about Chris, eg. Four men robbed him. They stole everything 4 Give students time to read the sentences before you play the tape. Ask them to do the task individually. Feedback: whole class. 5 Against the clock. Give seudents two minutes co complete the task, ‘They may wane co listen again if chey find the task is difficult. Ifso, play the tape and ask students to stop you when they hear each of che sentences. Feedback: whole clas, Tellthe story of Chris yourself, but make deliberate factual mistakes. Ask students to stop you and correct you whenever they hear anything wrong, e.g. Chris went to Calforio on halidoy.. NO, he didn’, he went to Florida. They allhad a terrible time ...No, they had @ great time, etc. You could do this betore or after exercise 6 6 Monitor while students tell the story. Don’e interrupt tunless students ask for help, but note errors for feedback, ‘Ask students to check inthe Tapescript You're joking boot (its, trunk American The Practice material on p.89 has an exercise which focuses ‘on useful expressions from the listening. You could do this rw, while the tan is stil fresh in students’ minds Speak out Teaching tip Thinking time Discussions and story-teling activities work better if students have enough thinking and preparation time. You could say that you will give them a fll five minutes. {or this. Monitor, helping students with ideas and vocabulary 1. Check students understand the task and give chem some time to think about their stories. Monitor, siving ideas to any students who are stuck, Make sure that each student has at least ten words to use in telling their sory. 2. Monitor the groups but do not correct errors, Encourage the listeners to ask questions. Feedback: ask a few students to comment ona story that they listened to Don't forget Practice exercises, Classbook p.89 Teacher's Resource Pack activity 8, Lost luggage (0n 89 there is a section about wring postcards. You could do this in class or ask students to do Itfor homeworkRevise, practise, and contrast the present perfect and past simple, + Focus on weak pronunciation of have, hos, and been + Revise regular past pres + contrast Been and gave +_Inprove student perfomance when ging news, _| Present perfect and past simple Students should have met theze tences before, and may be able to manipulate form quite confidently, but they vill almost certainly be unsure about the differences in use between them This lesson briefly revises form, but concentrates mainly on use, and on the idea of Unfinished and fished time periods in contrasting the present perfect and the past simple, This is necessarily @ generalization, butit’s a clear approach toa dificult area, You can expect las of erors because of Interference from the students’ L1, e.g ve been to the bank yesterday. Speak for yourself Focus students on che mails ( (birthday) cards, jiecutes and ask what out), postcards, leters, see - faxes, State by writing on the board « few of us, mos of us, nobody, Elicit how many people the phrases would refer to, relative to the size of your class, eg. ifyou have 10 students, few of us = 2 oF 3, most ofus~ 7,8, oF 9, ete Demonstrate che cask by doing number 1 yourself as an example, Ask students Have you sent a fax recently? en number 1 is If nobody has sen false Ifyou include yourself in the activity, you'll geca good idea of the problems seudents have with {questions in che present perfect Feedback: ask students to report thelr findings. they say ‘eg. Number 3s alse, ask Why’ ta elict Becouse nobody wites letters regulany Grammar Present perfect and past simple 1 Do text 1 as an example. Pair or group students to read and discuss the texts Feedback: whole class. Don't forget to ask how they know, since this wl highlight some useul language. 1 email malls mentioned! 2. answorphone She'says Can you callme back? 3 letter It begins Dear Fete. 4 postcard Sihewrote As you can see so there must beapicture 5 emall Sihe mentions @ computer anda message, 6 answerphone Sihe ays is me and /m ringing. 7 postcard Sihe says Having afontastictime and wish you were here! bath typical postcard expressions 8 letter ‘ihe mentions the house number. 2. Give students time co fill in che gaps, The aim of this task is to find out how familiar students are with past participles and the presene perfect. Feedback: whale class. Students may put gone in texts 2 '8 correct them now, and then return to the texts and m as examples with the tip box in the margin on Possible answers 41 heard from seen/spokento 2 been 3 bought 4 taken 5 asked tld 6 spoken 7 had 8 been 3 This is a clear focus on the present perfect and the past simple, before students look at che form and use in the box below 11 present perfect 2 simplepast. Hf students are familar withthe form ofthe present perfect, you could ask them to find more examples from the texts. (Present perfectiandipastsimplel Form “The aim here is to provide a language summary for students, Ask them co complete the table on their ‘own, of copy it on the board and elicit the answers. we ike he ren pvc aver fas ra past parle E ‘haven't seen Paultadoy. Have youseon Paul today? hiohasitbeento Madd. MashebeentfacirUse 1 Ask students to look at the timelines and examples, and co complece the rules. Get tak abot untrishel time. tak about nishediine. 2. Don'espend long on this, but point out chat many languages have a ‘present perfect’ cense which is ike English in form but notin use, 3 There are mistakes of form and use, Focus on both corrections where two are possible - this will draw students’ actention to finished / unfinished time again. Practice 1. This exercise focuses on the contractions and weak forms of have (ha, has, and been /bsn/. Play che cape. Feedback: whale class. Pause ater each sentence to elicit the answer. a. Sch nea Won been tere vet een you for ges Nave you ever een the States? How many backs ave you ea? 2. Use che tape as a model and drill che stress and intonation. Encourage students to imicate the sentences as exactly as possible. “Teaching tip Imitation ‘This is meant to be a fun challange. Encourage students ‘to imitate the recording as exactly as they can, in terms of speed, sentence and word stress, and intonation. 3 Against the clock. Be scriee about the time limi ~ stop students after ewo minutes Feedback: whole class. witha stronger class you cauld check the past forms of the vets as wel Focus students on the tip box in the margin about been and gone, and elicit ideas about che difference. You could refer back to texts 2 and 8 on p.24 for more 4 Scart by demonstrating the activity wich a stronger student. As studenes continue, monitor for errors, ‘especially with the verb forms and contractions, and ‘correct them as they happen. 5 This exercise prepares students for exercise 6. Give students rime co brainstorm ideas rogether and. compare them. Feedback: check thatthe verb-noun combinations aren't too absurd! If students do come up with some odd possiblities, ask them to justify ther